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STATE    NORMAL    SCHOOL    OF    SAN    DIEGO 

VOLUME  SEVEN  BULLETIN  NUMBER  THREE 

AUGUST,   1919 


THE  CURRICULUM 


OF  THE 


Model  and  Training  School 


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Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/curriculumofmodeOOsandrich 


STATE    NORMAL    SCHOOL    OF    SAN    DIEGO       \ 

VOLUME  SEVEN  BULLETIN  NUMBER  THREE  j 

AUGUST,   1919  ! 


THE  CURRICULUM 


OF  THE 


Model  and  Training  School 


PURIJSITKD  QUARTRRI^Y  BY  THE)  STATEJ  NGRMAIv   SCHOOIy  OF   SAN   DIEJGO, 
SAN  DIE;G0,  CALIFORNIA. 

Ivntered  as  second-class  matter  April  IS,  1913,  at  the  post  office,  San  Diego,  California, 
under  the  Act  of  August  24,   1912. 


CALIFORNIA  STATE  PRINTING  OFFICE 
SACRAMENTO 
19  19 
45746 


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TABLE  OF  CONTENTS. 


Pace 

FOREWORD   1-2 

BASIC   PRINCIPLES 3-6 

THE  CURRICULUM:  INTRODUCTORY  STATEMENT 7 

READING  — — 8-13 

PHONICS    14-16 

LITERATURE  IN  THE  LOWER  GRADES 17-21 

LITERATURE  IN  THE  UPPER  GRADES 22-33 

LANGUAGE  34-43 

TYPING ^— 1 44 

PENMANSHIP - 44-45 

SPELLING 45-53 

ARITHMETIC 54-69 

GEOGRAPHY    70-88 

NATURE  STUDY  AND  AGRICULTURE 1 89-1C6 

HISTORY   107-126 

INDUSTRIAL  ARTS— ELEMENTARY  GRADES 127-137 

INDUSTRIAL   ARTS— MANUAL   TRAINING 138-142 

PROBLEMS  AND  PROJECTS 143-151 

FINE  ARTS  152-160 

MUSIC 161-165 

HOME   ECONOMICS   166-169 

HYGIENE 170-174 

PHYSICAL   EDUCATION    175-178 


( -y 


404497 


FOREWORD. 

EDWARD  L.   HARDY,  President  of  the  School. 

Since  the  making  of  an  elementary  school  curriculum  is  merely  an  effort  to  print 
a  fairly  adequate  statement  as  to  the  materials  and  methods  used  in  directing 
children  through  a  period  of  living  and  learning,  with  added  exhibits  of  results 
and  of  the  mechanics  of  some  of  the  processes  used  in  getting  these  results,  it  is 
important  that  an  effort  should  be  made  beforehand  to  indicate  the  ideas  back  of 
this  curriculum  making. 

The  principal  idea  back  of  this  particular  curriculum  is  that  of  synthesis, — not 
of  a  series  of  compromises  but  of  a  genuine  synthesis  of  necessity  and  of  aspiration. 
The  ideal  home  achieves  a  synthesis  of  the  lives  of  the  children  in  the  home, 
interested  chiefly  in  their  play,  and  the  lives  of  the  grown-up  members  of  the 
family,  interested  chiefly  in  their  several  vocations.  This  ideal  home  is  the  best 
place  possible  for  both  the  grown-ups  and  the  children.  Each  group  is  better 
because  the  presence  of  the  other  compels  ever  recurring  daily  solution  of  the 
problems  of  home  life,  and  compels  a  conscious  effort  to  think  the  zvhole  problem 
out. 

The  ideal  school  would  be  the  one  that  achieved  the  successful  synthesis  of  the 
child's  desire  to  do  things  and  to  know  things  and  of  his  inevitably  childish  way 
of  doing  and  knowing,  with  the  adult's  desire  to  have  the  child  do  and  know 
certain  things  useful  and  agreeable  to  the  adult  and  to  society.  It  is  entirely 
possible  to  make  an  approach  to  this  ideal  school,  since  the  child  knows,  probably 
all  too  well,  that  the  situation  gives  the  adult  the  right  to  demand  certain  things 
of  the  child,  and  since  the  adult,  at  any  rate  the  adult  of  some  enlightenment,  is 
beginning  to  admit  the  rights  and  the  needs  of  the  child. 

All  of  this  means  that  nearly  all  of  our  controversies  as  to  what  are  the  right 
things  in  education  are  needless.  The  controversy  now  raging  between  the  formal 
disciplinarians  and  the  champions  of  the  doctrine  of  interest,  with  either  side 
trying  to  illustrate  and  justify  its  conclusions  in  the  real  or  alleged  lessons  of  the 
great  war,  is  a  case  in  point.  Both  are  wrong  and  both  are  right;  but  the 
one  who  becomes  an  absolutist  in  his  doctrine,  is  entirely  wrong.  However,  the 
disciplinarian  not  too  far  gone  in  his  conviction  can  be  made  to  see  that  the  best 
discipline  implies  an  intense  interest — as  at  West  Point,  where  the  cadet's  willing- 
ness to  submit  to  a  rigidly  formal  discipline  in  drill  and  in  studies  because  of  his 
ardent  interest  in  an  officer's  life  and  career  constitutes  an  effective  synthesis  of 
the  two  opposed,  but  only  seemingly  opposed,  principles.  Similarly,  and  it  is  an 
illustration  of  the  irony  of  life,  the  tradition-shattering  individualist  generally  ends 
his  career  by  becoming  the  founder  of  a  cult  or  school,  with,  of  course,  its  sacred 
method  or  procedure  or  discipline.  In  other  words,  what  life  wants  and  will  have 
is  controlled  or  disciplined  interest. 

Similarly,  life  demands  the  synthesis  of  individualism  and  absolutism  that  we 
call  democracy,  a  social  state  in  which  the  individual  exists  neither  wholly  for  the 
state  nor  the  state  wholly  for  the  individual,  but  each  for  the  other.  The  proper 
kind  of  school  then,  in  a  democracy,  is  not  the  one  that  makes  its  only  quest  a 
search  for  a  method  of  individual  study,  but  is  the  one  that  seeks  to  develop  a 
method  of  socialized  yet  individual  study  and  development. 

The  vocationalists  and  the  culturists  must  compose  their  quarrel,  and  must  agree 
that  it  is  the  business  of  education  in  a  democracy  to  produce  the  cultured  worker 
and  citizen.  Those  who  insist  that  in  our  educational  zoological  garden  there  are 
no  such  exhibits  as  the  school  "subjects,"  must  be  brought  to  admit  that  a  vague 
and  general  wholesale  business  in  language  will  not  solve  the  problem  of  spelling, 


2  44^  DI^:GficSTA^E  NOKMAI.  SCHOOI.. 

and  that  perfect  scoring  in  making  change  in  the  school  "store"  will  not  absolve 
the  child  of  the  need  of  learning  the  multiplication  tables  in  the  "arithmetic"  lesson. 

In  other  words,  effective  synthesis  implies  correct  anah^sis,  and  it  is  the  particular 
business  of  the  elementary  school  to  read  and  to  analyze  the  large  problem  of 
education,  and  to  attempt  synthesis  only  after  an  analysis  that  has  made  clear 
what  are  the  particular  problems  of  the  elementary  school  and  what  are  the 
particular  syntheses  that  these  problems  involve. 

As  an  illustration  of  a  specific  effort  to  achieve  a  synthesis  in  the  solution  of 
a  pressing  elementary  school  problem,  the  findings  of  a  committee  appointed  to 
report  on  the  matter  of  individual  instruction  are  presented  as  follows : 

The  committee  on  individual  instruction  agrees  that  the  need  of  the  elementary 
school  is  not  one  of  radical  change  from  group  teaching  to  individual  instruction, 
as  such,  but  is,  rather,  a  practical  plan  for  more  efficient  instruction  of  the  indi- 
vidual without  depriving  him  of  the  social  advantages  offered  by  group  contact. 
Therefore  the  committee  proposes  the  following  plan  for  expanding  and  strength- 
ening individual  instruction  already  in  operation  in  the  training  school  and  for 
supplementing  this  in  various  ways : 

I.  To  provide  for  the  individual  above  the  average. 

1.  By  giving  him  the  opportunity  to  work,  in  certain  subjects,  in  grades 

higher  than  his  own. 

2.  By  giving  him   extra,   definite   assignments   which    will   supplement   his 

regular  work. 

3.  By  offering  him  opportunity  for  growth  along  undeveloped  lines,  thus 

shortening  or  omitting  lines  along  which  he  excels. 
II.  To  provide  for  the  individual  below  the  average. 

1.  By  offering  him  the  opportunity  to  make  up  work  in  certain  subjects  in 

grades  lower  than  his  own. 

2.  By   giving   him    supervised    individual    instruction    in    subjects   needing 

attention. 

3.  By  supplying  special  projects  for  cases  of  misfit. 
Notes  Relating  to  I  and  II. 

1.  It  is  suggested  that  each  class  supervisor  be  given  charge  of  one  grade  (B  &  A  divisions) 

which  will  occupy  two  rooms  as  at  present, — and  one  additional  room, — the  additional 
room  to  be  a  "clearing  house  room"  for  children  above  and  below  the  average  of  that 
grade.  Under  this  plan  there  would  be  "all-day"  or  two  "half-day"  strong  student 
assistants  for  each  "clearing  house  room." 

2.  It   is  suggested   that  the  minimum  required  instruction   for  all   members  of  each  grade  be 

determined,  and  that  we  permit  and  provide,  whenever  the  case  demandS;  individual 
advancement  beyond  the  course  of  study. 

III.  To  provide  for  wider  use  of  the  standard  tests  in  all  grades  where  practical, 

and  also  for  psychological  testing  of  individuals  whose  status  can  not  be 
determined  by  means  of  the  standard  tests. 

The  purpose  of  the  use  of  the  standard  tests  would  be:  1.  To  determine 
the  meaning  of  the  terms  "average,"  "above  average,"  "below  average," 
used  under  provisions  I  and  II.  2.  To  enable  the  student  teacher  to  have 
a  definite  basis  for  her  estimate  of  individual  progress.  3.  To  reduce  the 
work  required  by  the  mechanics  of  a  subject  to  its  lowest  terms,  thus 
allowing  time  for  the  development  of  appreciation. 

IV.  Provision  for  the  student  teachers  to  keep  records  of  individual  progress 

along  definite   lines.     The  purposes   of   this   would  be:    1,   more   efficient 
training  in  the  recognition  of  individual  needs  when  teaching  the  group; 
2,  a  definite  means  for  estimating  the  judgment  of  the  student  teacher. 
V.  Provision  for  a  purely  individualistic  type  of  teaching  in  arithmetic  in  the 
6A  grade, — this  to  be  tried  out  for  one  quarter  and  results  reported. 


SAN    DlECO   STATE   NOKMAI,   SCHOOL.  6 

SOME  EDUCATIONAL  PRINCIPLES  TAUGHT  AS  A  BASIS  IN  THE 
STATE  NORMAL  SCHOOL  OF  SAN  DIEGO.  CALIFORNIA. 

Statement  by  the  Directors  of  Education. 

MIRIAM   A.   BESLEY,    CAROLINE   I.   TOWNSEND, 

GERTRUDE  SUMPTION   BELL. 

Stages  of  growth  and  development. 

The  child  passes  through  more  or  less  clearly  defined  periods  of  development, 
and  the  physical  and  mental  characteristics  of  each  period  should  be  very  important 
determining  factors  in  the  teaching  of  any  subject  matter;  therefore  the  teacher 
must  know  these  dominant  characteristics  and  their  educational  significance  and 
harmonize  her  procedure  with  them. 

A.  Periods  of  growth. 

(1)  The  transition  period  between  later  infancy  and  childhood,  marked  approxi- 
mately by  the  years  six  to  eight,  is  motor-active,  imitative,  and  sense-perceptive. 
The  child  is  most  vitally  interested  in  the  activities  which  he  performs.  His 
pleasure  is  derived  from  action,  not  the  result  of  the  act.  He  is  accumulating 
experiences,  largely  through  the  senses,  to  be  used  in  all  future  thinking. 

(2)  The  period  of  childhood,  from  eight  to  twelve  roughly  speaking,  is  still 
motor-active  but  with  a  gradual  transferring  of  the  interest  to  the  results  of  the 
act.  The  child  becomes  increasingly  objective,  and  his  constructive  efforts  make 
bids  for  the  approval  of  others.  This  tendency  leads  to  joy  in  the  work  as  keen 
as  in  play.  Social  interests  multiply ;  co-operative  work  and  play  appeal  strongly ; 
desire  for  the  approval  of  the  group  plays  a  stronger  part.  The  collecting  instinct 
and  the  instinct  of  curiosity  lead  to  the  study  of  elementary  science.  This  is  pre- 
eminently the  period  for  drill,  because  the  "mind  grows  to  the  form  in  which  it  is 
exercised." 

(3)  Early  adolescence,  from  twelve  to  sixteen,  is  marked  by  the  tendency  to 
hero  worship  and  the  conscious  imitation  of  the  hero.  Individual  differences 
multiply.  The  child  becomes  reflective  but  is  not  logical.  While  he  is  interested 
in  causes  and  effects,  he  is  still  analogical  and  incapable  of  sustained  orderly 
thought.     This  is  the  age  of  the  moral  and  aesthetic  awakening. 

B.  Order  of  development. 

Some  of  the  most  important  facts  as  to  the  order  of  development  are : 

(1)  Large  muscles  develop  before  finer  ones. 

(2)  Acquisition  of  sense  material  precedes  organization. 

(3)  Perception  and  memory  are  well  developed  before  reasoning. 

(4)  Ear  discriminates  before  eye. 

(5)  Fundamental  before  accessory  muscles. 

(6)  Interest  in  the  concrete  before  the  abstract;  objective  before  the  subjective; 

the   dynamic  before  the   static ;   processes  before   results ;   himself  before 
others;  play  before  work. 

C.  The  theory  of  recapitulation. 

The  theory  that  the  child  in  his  play  lives  through  the  periods  of  development 
through  which  the  race  has  passed  finds  its  application  in  the  order  of  subject 
matter  in  history,  literature,  and  industrial  arts. 

D.  Individual  difTerences. 

The  necessity  for  understanding  individual  differences  grows  out  of  the  failure 
of  the  school  to  do  justice  to  the  individual  and  still  preserve  the  group.  Indi- 
viduals display  various  aspects  of  mind  just  as  they  do  various  aspects  of  body. 


4  SAN   DlIvGO   STATK   NORMAIv   SCHOOI,. 

These  differences  can  be  measured  by  tests.  Therefore  teachers  should  know  the 
different  tests  and  their  proper  uses  in  order  to  discover  these  differences  and  to 
use  their  knowledge  as  aids  and  guides  in  gradirig,  classifying  and  teaching 
children. 

Self-activity. 

The  child  grows  only  through  his  own  activity;  therefore  teach  less  in  order 
that  the  children  may  learn  more. 

Motivation. 

When  the  child's  activity  is  self-motivated  the  interest  and  results  are  incom- 
parable with  those  obtained  by  prescribed  tasks;  therefore  the  teacher  must  seek 
and  take  advantage  of  the  ample  opportunities  offered  to  have  children  work  out 
problems  growing  out  of  their  own  needs. 

Imitation. 

Through  imitation  the  individual  takes  on  alphabetic,  basic  habits  of  speech, 
manners,  action,  thought,  beliefs  and  attitudes;  therefore  it  is  all-important  that 
he  copy  the  correct  models.  These  are  to  a  large  extent  within  the  power  of  the 
teacher  to  control. 

Interest. 

Native  interests  are  deeply  rooted  in  instincts  and  are  indications  of  needs; 
therefore  the  teacher  must  know  and  wisely  feed  them. 

Many  varied  interests  give  breadth  and  richness  to  life,  while  one  or  a  few 
dominant  interests  give  depth  and  unity  to  life;  therefore  the  teacher  should  lead 
the  child  to  have  many  varied,  wholesome  interests,  and  gradually  to  organize 
these  in  subordination  to  one  or  a  few  large,  permanent  interests. 

An  interest  is  most  potent  at  the  time  of  its  appearance;  therefore  the  teacher 
must  "strike  while  the  iron  is  hot." 

Interest  is  the  sine  qua  non  of  attention  and  of  learning;  therefore  the  teacher 
must  be  skillful  in  securing  and  holding  interest. 

Discipline  and  drill. 

In  the  discussion  of  the  periods  of  growth,  the  statement  is  made  that  the 
period  of  childhood  (from  eight  to  twelve)  is  pre-eminently  the  period  for  drill. 
However,  it  by  no  means  follows  that  because  the  "curve"  of  drill  runs  high  in 
this  period  it  is  not  noticeable  in  the  period  of  later  infancy  and  in  the  period  of 
early  adolescence.  The  element  of  drill  should  always  be  present  in  learning,  and 
the  element  of  discipline  in  teaching  and  in  school  control,  for  the  very  practical 
reasons  that  living  and  learning  require  both ;  but  both  drill  and  discipline  should 
deal  mainly  with  specific  problems,  for  no  matter  what  arguments  may  be  urged 
for  formal  (general)  discipline  in  later  adolescence  and  in  youth,  they  do  not 
apply  in  the  field  of  the  elementary  school,  where  the  necessity  of  conquering  the 
specific  difficulties  experienced  in  acquiring  skill  in  the  use  of  the  fundamental 
tools  of  learning  and  in  working  out  the  projects  of  children  is  quite  sufficient  to 
develop  the  right  attitude  toward  the  doing  at  need  of  difficult  or  disagreeable 
things.  Increasingly,  however,  as  the  child  develops,  he  should  be  led  into  the 
knowledge  that  a  reasonable  submission  to  necessity,  or  law,  is  right,  and  that  an 
individual  can  easily  do  the  wrong  thing,  in  a  specific  case,  unless  he  is  controlled 
by  ideals  or  principles. 

Attention. 

Attention  is  the  focalization  of  consciousness  motivated  by  interest,  and  is  a 
necessary  condition  of  learning.  The  teacher  must  realize  that  it  can  not  be 
secured  as  such,  but  is  the  result  of  interest. 


SAN    UiH(iO   STATK    NOKMAI,   SCHOOf,,  D 

There  are  three  kinds  of  attention:  (a)  passive,  which  is  hereditary  and  without 
feeling  of  effort;  (b)  active,  which  is  due  to  individual  purpose  and  is  accom- 
panied by  a  feeling  of  effort,  and  this  becomes  (c)  secondary-passive  through 
individual  experience  accompanied  by  increased  interest  which  decreases  the  feeling 
of  effort.  Hence,  it  becomes  the  aim  of  the  teacher  to  lead  the  child  from  passive 
through  active  to  secondary-passive  attention. 

Both  the  nature  of  the  objects  to  which  the  mind  attends  and  the  span  of 
attention  vary  with  the  child's  development;  consequently  it  is  important  for  the 
teacher  to  know  what  is  normal  at  each  stage. 

The  effort  in  attention  is  largely  due  to  withdrawing  consciousness  from  appealing 
objects  rather  than  to  focusing  it  upon  others ;  therefore  the  teacher  should  reduce 
distractions  and  make  all  conditions  favorable. 

The  physical  attitudes  appropriate  to  attention  facilitate  its  functioning;  there- 
fore the  teacher  should  see  that  the  child  assumes  the  attitude  of  attention. 

Association. 

Two  or  more  elements  which  occur  in  consciousness  tend  forever  to  recur 
together;  therefore  the  teacher  must  see  that  those  elements  and  only  those  occur 
together  in  consciousness  whose  recurrence  together  is  advantageous.  (Note  the 
effect  of  committing  a  poem  to  memory  as  a  punishment  or  under  compulsion.) 

Memory. 

Memory  is  not  a  faculty  or  power  but  the  characteristic  of  mind  to  receive 
impressions,  to  retain  them,  and  to  recall  them  according  to  the  law  of  association. 
Its  physical  basis  is  the  plasticity  of  nervous  matter.  Since  the  degree  of  plasticity 
is  determined  by  heredity,  only  retentiveness  and  recall  are  modifiable  by  education. 

Individuals  differ  as  to  the  kinds  of  stimuli  which  make  the  deepest  impressions 
(they  are  eye-minded,  ear-minded,  motor-minded,  etc.).  Hence,  the  teacher,  by 
means  of  tests  and  observation,  should  learn  what  these  individual  differences  are 
and  adapt  her  teaching  to  them.  In  teaching  a  class  she  must  make  the  appeal 
through  eye,  ear,  and  muscle  to  meet  the  needs  of  the  varying  types. 

Readiness  of  recall  depends  upon  vividness  of  the  original  experience,  repetition, 
the  number  and  kind  of  associations,  and  the  feeling  of  need.  Therefore  the 
teacher  must  (a)  take  advantage  of  all  that  makes  an  original  experience  vivid, 
as  strong  stimulus,  surprise,  novelty,  etc. ;  (b)  provide  for  repetition  with  interest 
in  the  form  in  which  it  is  to  function;  (c)  lead  the  child  to  make  as  many  mean- 
ingful associations  as  possible. 

Habit. 

Habits  are  acquired  tendencies  to  specific  action  in  definite  situations,  and  are 
advantageous  because  they  make  for  speed,  accuracy  and  certainty,  save  energy, 
lessen  fatigue,  and  free  consciousness  for  higher  purposes ;  therefore  the  teacher 
must  aid  the  child  to  reduce  to  habit  as  many  advantageous  reactions  as  desirable. 

The  stages  in  the  conscious  acquisition  of  a  habit  are  (a)  consciousness  of  need, 
(b)  desire  to  acquire  it,  (c)  repetition  with  interest  until  fixed;  therefore  the 
teacher  should  awaken  a  feeling  of  need,  and  a  desire  to  acquire  a  habit,  and 
stimulate  repetition  with  interest,  allowing  no  exception  to  occur  until  the  habit 
is  fixed. 

The  stages  in  breaking  a  bad  habit  are :  (a)  recognition  of  the  habit  as  wrong 
or  undesirable,  (b)  desire  to  break  it  and  to  substitute  its  opposite,  and  (c)  per- 
sistent repetition  of  the  good  and  inhibition  of  the  bad  until  the  habit  is  fixed. 
Hence,  the  teacher  must  bring  to  focal  consciousness  the  wrong  habit  as  wrong, 
arouse  a  sincere  desire  to  break  it  and  to  acquire  its  opposite,  and  continue  to 


6  SAN    DIEGO    STATK    NORMA!,    SCH(X)r,. 

provide  or  utilize  situations  demanding  the  frequent  repetition  of  its  opposite 
until  the  new  habit  becomes  habitual.  This  applies  esoecially  to  children  over  the 
age  of  twelve  years,  because  before  that  age  focalization  upon  the  evil  habit  tends 
to  fix  it  rather  than  to  aid  in  its  eradication. 

The  habit  of  success  is  one  of  the  most  necessary  conditions  of  progress ;  there- 
fore the  teacher  should  establish  this  habit  by  assigning  tasks  which  the  child  can 
perform  with  a  reasonable  degree  of  effort,  and  by  seeing  that  he  habitually 
performs  them  successfully. 

Habitual  attitudes  and  emotions  are  more  significant  in  character  building  than 
specific  skills;  hence  the  teacher  must  consciously  inhibit  harmful  attitudes  and 
stimulate  wholesome,  constructive  ones. 

Moral  education. 

Moral  training  is  essentially  like  other  forms  of  training,  habit  being  the  basis ; 
therefore  the  teacher  should  co-operate  with  the  home  and  the  church  in  helping 
to  establish  those  ideals  and  habits  of  action  which  they  are  striving  to  develop. 
It  is  most  important  that  the  teacher,  in  moral  education,  work  out  for  each  group 
that  she  teaches,  the  proper  synthesis  of  moral  training  through  incidents  and 
occasions  with  moral  training  based  upon  a  direct  teaching  of  laws  and  ideals,  and 
that  she  use  the  direct  teaching  increasingly  as  the  child  grows  older. 

Apperception. 

The  mind  acquires  new  only  by  means  of  past  experiences ;  therefore  the  teacher 
must  see  that  the  child  has  in  focal  consciousness  those  ideas  and  feelings  most 
needed  in  interpreting  the  new.  If  he  has  not  yet  experienced  this  necessary 
basis,  the  teacher  must  help  him  to  get  it. 

Thinking  or  reasoning. 

It  is  the  nature  of  mind  to  think  a  new  thing  first  as  a  vague  whole,  then  as  to 
its  parts,  and,  finally,  to  rethink  these  parts  into  a  more  definite  whole.  Therefore, 
the  teacher  should  present  a  new  subject  or  problem,  first  as  a  whole,  then  lead  the 
child  to  a  study  of  its  parts,  and  finally  lead  him  to  synthesize  or  organize  these 
parts  into  a  meaningful  unity. 

In  inductive  thinking  the  mind  (a)  sees  a  problem  or  question,  (b)  observes  a 
sufficient  number  and  variety  of  particulars  to  warrant  a  conclusion,  (c)  by  com« 
parison  sifts  out  common  elements,  (d)  combines  these  into  a  generalization, 
(e)  expresses  this  generalization  in  adequate  language,  and  (f)  tests  its  validity 
by  application  to  new  particulars.  The  teacher  who  leads  a  child  to  think  indue- 
tively  must  follow  this  order  of  procedure,  being  most  careful  to  lead  the  child 
himself  to  do  the  thinking. 

In  deductive  thinking  the  mind  (a)  sees  a  problem  or  question  involving  the 
interpretation  of  a  particular  by  means  of  a  known  generalization,  (b)  observes 
the  particular  as  to  its  characteristics,  (r)  thinks  a  generalization  (definition,  law, 
or  principle)  as  a  pQssible  explanation,  (d)  compares  the  particular  with  the 
general,  (e)  accepts  or  rejects  a  generalization  as  it  corresponds  or  fails  to  corre- 
spond to  the  characteristics  of  the  particular.  The  teacher  who  purposes  to  lead 
the  child  to  think  deductively  must  follow  this  order  in  her  procedure,  leading  the 
child  himself  to  think. 

In  a  democracy,  training  children  to  think  independently,,carefully,  sanely  is  one 
of  the  highest  functions  of  the  school. 


SAN    lilKC.O    STATK    NOKMAIy   SCHOOf,. 


THK  CURRICULUM. 


INTRODUCTORY  STATEMENT. 

The  purpose  of  primary  education  today  is  so  to  utilize  the  children's  interests 
and  tendencies  through  the  recognition  of  their  stages  of  development  that  they 
may  live  a  life  of  rich  experience  within  the  school. 

if  it  is  true  that  children  and  not  subjects  are  being  taught,  there  can  be  no 
such  thing  as  differentiation  of  subjects  in  the  primary  grades  or  an  arbitrary 
forcing  of  the  subjects  before  a  need  is  felt.  Since  children  in  these  periods  of 
later  infancy  and  early  childhood  are  sense  perceptive,  imitative  and  motor  active, 
since  their  interests  lie  largely  in  the  activities  which  they  perform  and  their 
pleasure  is  derived  from  action  rather  than  the  result  of  the  act,  since  this  is  the 
time  when  they  "are  accumulating  experiences  largely  through  the  senses  to  be 
used  in  all  future  thinking,"  it  can  readily  be  seen  that  the  beginning  of  the  mastery 
of  the  three  R's  must  grow  out  of  a  real  desire  because  of  a  felt  need  aroused  by 
a  rich  personal  experience. 

Nature  study  in  the  form  of  school  gardens,  the  care  of  pets,  and  excursions  for 
the  purpose  of  getting  first-hand  experience  with  plant  and  animal  life;  history 
which  gives  dramatically,  by  means  of  the  story  and  motor  activity,  an  oppor- 
tunity to  relive  the  primitive  life  period  of  development  through  which  the  race 
has  passed ;  literature  which  plays  so  large  a  part  in  character  and  language  devel- 
opment ;  music,  drawing,  games, — all  furnish  the  necessary  background  out  of 
which  the  so-called  "formal  subjects,"  reading,  writing,  oral  and  written  language 
and  number  work  may  naturally  grow. 

The  "expression"  subjects  in  the  primary  grades,  such  as  language,  reading, 
handwork,  games  and  music  become  an  educative  force  for  a  child  when  they 
reflect  and  are  vitally  connected  for  him  with  those  experiences  derived  from  the 
"content"  subjects  in  which  his  interest  lies.  This  point  is  emphasized  and  illus- 
trated under  Projects,  Number  Work,  Reading,  Phonics  and  Industrial  Arts  for 
the  primary  grades.  All  subjects  in  the  primary  grades  are  so  interdependent, 
interwoven  and  informally  taught  that  there  can  be  no  arbitrary,  invariable  follow- 
ing of  a  daily  time  and  subject  schedule.  To  list  the  subjects  singly  in  a  course 
of  study  is  misleading,  unless  attention  is  called,  as  here,  to  the  fact  that  such 
listing  in  this  bulletin  does  not  imply  the  policy  of  segregation  in  the  teaching  of 
the  "subjects"  in  the  elementary  school. 

THE  STATE  TEXTBOOKS. 

The  state  textbooks  are  used  as  required  in  all  of  the  grades  and  in  all  of  the 
subjects  in  which  they  have  been  printed.  Student  teachers  are  given  adequate 
training  in  the  use,  in  the  class  room,  of  the  state  texts.  The  texts  are  not  listed 
in  the  bibliographies  contained  in  this  course  of  study,  because  their  use  is  taken 
for  granted  and  the  list  can  be  obtained  on  application  to  ihe  superintendent  of 
public  instruction. 

MANNERS  AND  MORALS. 

No  formal  course  in  manners  and  morals  is  outlined  in  the  curriculum,— this 
for  the  reason  that  manners  are  not  taught  formally,  but,  rather,  incidentally 
along  the  lines  of  suggestions  contained  in  the  bulletin  by  the  commissioner  of 
elementary  schools,  while  morals  are  taught  both  indirectly  and  directly  as 
indicated  in  the  outlines  of  the  school  subjects. 


8  SAN   DlKCO   STATIC   NOKMAIv   SCHOOI,. 

READING. 

CAROLINE  I.  TOWNSEND,  Assistant  Diiector  of  Education. 

Outline  of  Purpose  of  the  Work  in  Reading  in  the  Primary  Grades. 

I.  To  train  the  children,  upon  entering  school,  to  think  of  reading  as  a  means  to 
an  end — namely,  thought  getting  and  thought  giving — and  not  an  end  in 
itself: 

1.  By  giving  beginners,  during  the  first  few  weeks  of  school  life,  a  back- 

ground of  experiences  and  impressions,  through  such  content  and 
expression  subjects  as  history,  literature,  nature  study  and  motor- 
active  work,  out  of  which  reading  may  naturally  grow. 

2.  By  utilizing  the  natural  opportunities  for  incidental  reading  which  grow 

out  of  school  projects  or  out  of  any  real  need  connected  with  the 
life  of  the  school,  home  or  community. 

3.  By  withholding  the   introduction   of  phonics   as   one   means   of  word 

getting  until  the  children  recognize  it  as  a  tool  only. 

II.  To  help  the  children  into  possession  of  the  power  to  get  thought  silently,  at 
their  maximum  rates  of  speed,  by  giving  careful  attention  to  suitability  of 
reading  material  from  the  standpoint  of  child  interest,  to  the  work  of  the 
eye  in  reading,  and  to  book  hygiene. 

III.  To  insure  careful  reading  habits  by  asking  for  interpretation  of  subject  matter 

read  silently,  in  terms  of  oral  explanation,   reports,  dramatization  or  oral 
reading. 

IV.  To  decrease  the  amount  of  oral  reading  and  increase  that  of  silent  reading  in 

accordance  with  the  stages  of  development  through  which  the  children  are 
passing. 

V.  To  protect  the  children  against  the  demand  for  voicing  inane  subject  matter 
for  the  purpose  of  word  repetition,  or  subject  matter  that  is  too  difficult  for 
oral  sight  reading  from  the  standpoint  of  content  or  vocabulary. 

Grade  IB. 

I.  Incidental  reading. 

Among  the  opportunities  for  incidental  reading  in  the  training  school  are 
the  following: 

A.  Simple  written  directions  and  commands  concerning  the  work  of 
the  day  written  upon  the  board  by  the  teacher,  when  the  need 
demands,  and  interpreted  in  terms  of  action  by  the  children.  This 
kind  of  work  paves  the  way  for  interpretation  of  directions  for 
playing  a  game  which  furnishes  the  child  motive  for  reading  and 
offers  opportunity  for  silent  reading. 

a.  Examples  of  the  type  of  first  directions  and  commands: 

1.  Please  close  the  door. 

2.  Pass  the  books. 

3.  Go  to  the  blackboard. 

4.  Turn.     Stand.     Pass. 


SAN   DIECO   STATE  NORMAL   SCHOOI,.  ^ 

b.  Examples  of  directions  for  seat  work  based  on  a  story  read 

or  told,  the  directions  being  read  silently  and  followed  by 
the  group: 
Draw  a  picture  of: 

1.  The  three  bears. 

2.  The  home  of  the  three  bears. 

3.  Little  Silverhair. 

c.  Example  of  directions  concerning  a  nature  study  excursion: 

Look  carefully  for : 
The  Meadow  Lark. 
L  Its  song. 

2.  How  it  flies. 

3.  Its  colors. 

li.  Labels  used  in  various  connections. 

a.  The  teacher  makes  tags  for  the  various  common  objects  in 

the  schoolroom.  These  tags  may  be  made  of  manilla  card- 
board and  printed  with  the  school  "Price  and  Sign 
Marker,"  the  children  making  it  a  game  to  see  who  can 
put  the  tags  in  their  proper  places.  Such  objects  as  door, 
chair,  window,  chalk,  eraser,  pointer,  table,  desk,  book, 
flag,  flowers,  are  among  those  thus  tagged. 

b.  Children  label  their  nature   study  charts,   flower  calendars 

and  simple  weather  records. 

c.  Children   paste   descriptive   labels   made   by   the  teacher   or 

written  by  themselves  under  their  illustrative  drawings  or 
paper  cuttings. 

d.  Children  label  their  sand  table  projects  that  this  work  may 

be  understood  by  those  unfamiliar  with  the  work  of  the 
group. 

e.  Our  primary  playroom  offers,  among  other  educative  mate- 

rials, some  inexpensive  type  outfits  that  the  children  may 
use  for  printing  anything  they  wish  to  print  because  of  a 
felt  need,  while  working  out  their  individual  projects. 
They  may  print  their  own  names,  or  label  anything  con- 
structed, or  print  signs  for  their  building-block  stores, 
streets  or  parks,  or  prices  for  articles  in  their  play-stores. 

C.  The  teacher  places  the  rhymes  mounted  with  their  illustrations,  that 

have  been  played,  sung  or  learned  during  the  game  or  literature 
period,  in  a  prominent  place  in  the  room,  after  first  showing  the 
group  the  location  of  each  line  of  the  rhyme. 

D.  Children  paste  illustrations  in  "Stampkraft"  rhyme  books,  after  the 

rhymes  have  been  memorized,  thus  strengthening  the  association 
between  the  appearance  of  the  rhyme  as  a  whole  and  the  illustra- 
tion. This  work  has  proved  so  fascinating  that  the  children  have 
practically  taught  themselves  to  recognize  not  only  lines  but  many 
words  in  the  rhymes,  and  often  the  entire  rhyme  has  been 
mastered. 

E.  Permit  small  groups  of  children  to  look  over  the  teacher's  shoulder 

while  she  reads  in  books  where  small  portions  of  the  text  are 
associated  with  the  illustrations. 


10  SAN   DIEGO   STATE   NORMAT,    SCHOOE. 

F.  Tn  the  primary  playroom  provide  games  of  various  kinds,  made  by 

the  older  children  for  the  first  grade,  which  involve  some  reading 
in  order  to  play  the  game. 

G.  Offer  the  children  the  use  of  a  primary  reading  table  providing  such 

opportunities  as  the  following : 

a.  Labelled  toys ;   scrap  books  and  picture  books  of  wild  and 

tame  animals,  birds,  flowers,  a  circus  parade,  with  the 
names  associated  with  the  pictures. 

b.  Envelopes    containing    both    words    and    pictures ;    children 

match  the  two. 

c.  Well  chosen  picture  cards  with  words  on  the  opposite  sides. 

The  child's  problem :  To  see  how  many  cards  he  can  name 
by  looking  at  the  word  only. 

d.  Rhymes  cut  apart  into  their  various  lines  and  put  into  boxes 

or  envelopes  with  illustrations  of  same.  The  child's 
problem :  To  put  these  together  correctly  and  associate 
them  with  their  pictures. 

e.  A  variety   of   attractive   story   books,    such   as   Little   Black 

Sambo,  by  Bannerman ;  Mother  Goose  in  Silhouette,  by 
Buffum ;  the  Beatrix  Porter  Books  and  illustrated  folk 
tales — after  the  stories  have  been  read  to  the  group. 

In  such  ways  as  these,  entirely  without  the  element  of  formal  drill,  our  first 
grade  children  gain  a  large  vocabulary  of  common  words  and  actually  do  much 
toward  teaching  themselves  to  read.  While  to  them  the  reading  is  wholly  inci- 
dental to  the  end  to  be  accomplished,  it  is  by  no  means  haphazard  work  on  the 
part  of  the  teacher.  Beginning,  possibly,  on  the  first  day  of  school,  a  little  is 
offered  at  a  time,  and  the  difficulties  are  gradually  increased  as  the  child's  power 
grows.  It  is  power  thus  acquired  that  creates  the  desire  to  read  and  keeps  reading 
from  becoming  a  class  exercise. 

II.  Reading  taught  directly  during  the  regular  reading  periods. 

The  analytical  method  of  approach  to  the  subject  of  reading  is  psychological, 
since  the  sentence  or  word  is  the  familiar  unit  of  thought  to  the  child  before 
entering  school  and  since  it  is  possible  by  starting  in  this  way  to  use  subject 
matter  which  can  truly  be  read.  (See  I  and  first  part  of  V  under  "Purpose  of  the 
Work  in  Reading,"  page  8.) 

After  the  sentence  is  presented  as  a  whole,  its  analysis  into  phrases  and  word 
v/holes  may  follow.  Analysis  of  the  word  whole  followed  by  phonic  synthesis  is  the 
next  step,  and  phonic  synthesis  (see  "Teaching  of  Phonics,"  page  15)  naturally 
begins  when  sight  words  begin  to  be  confused  because  of  their  similarities. 

The  sources  for  reading  material  which  grow  most  naturally  out  of  child 
interest  are  (1)  the  story,  (2)  the  rhyme,  (3)  action,  and  (4)  common  group 
experiences. 

1.  The  story. 

The  first  three  or  four  stories  read  by  the  grove  '^  -hose  which  the 
children  have  previously  heard  and  told  during  the  literature  period. 
With  these  for  a  background  the  following  method  of  procedure  may 
ensue:  (1)  A  portion  of  the  story  taken  each  day, — orally  contributed,  a 
sentence  at  a  time,  in  answer  to  the  teacher's  questions,  by  members  of 
the  group.  (2)  These  sentences  analyzed,  giving  the  necessary  time  and 
attention  to  word  drill  growing  out  of  this  analysis. 


SAN   DIEGO  STATE   NORMAI,   SCHOOL.  11 

After  these  familiar  stories  have  been  studied,  the  children  will  possess 
a  reading  vocabulary,  which,  together  with  their  first  knowledge  of 
phonics,  will  enable  them  to  work  out  analytically  stories  unfamiliar  in 
thought  but  possessing  similarities  in  vocabularies. 

Among  the  best  texts,  at  present,  which  use  the  story  as  a  source  for 
first  reading  lessons  are : 

The  Free  and  Treadwell  Primer.  Row,  Peterson  &  Co. 

The  New  Barnes  Primer.  A.  S.  Barnes  Co. 

Work-a-day  Doings.  Silver,  Burdett  &  Co. 

2.  The  rhyme. 

Method  of  procedure : 

1.  Memorization  before  seeing  the  rhyme  in  script  or  print. 

2.  Group  repeat  it  as  a  whole  as  teacher  points  to  line  wholes  in  order. 

3.  Individual  children  find  lines  in  order. 

4.  Individual  children  find  lines  out  of  order, — the  easier  lines  first. 

5.  Children  discover,  first  the  obvious  words  or  phrases,  then  the  more 

difficult  ones. 
Rhyme   charts   made   in   the   school,   printed   with   the   "Price   and    Sign 
Marker,"  prove  very  satisfactory  for  group  work. 

3.  Action. 

"Things  to  do"  and  games  to  play  may  be  written  upon  the  blackboard  or 
printed  upon  charts.  Such  simple  one-word  sentences  as  "Run," 
"Skip,"  "Hop,"  "Jump,"  "Walk,"  "Sing,"  furnish  the  beginning  for  this 
work. 

The  "game"  is  not  to  voice  the  sentence,  but  to  read  it  silently  and  inter- 
pret it  in  terms  of  action. 

4.  Common  group  experiences : 

For  method'  of  working  these  out  and  using  for   reading  lessons,   see 
Grade  I,  Language  Outline,  page  38. 
Examples : 

School  excursions. 

Primitive  life.     See  "History  for  First  Grade." 

Nature  study. 

Any  school  project. 

Grade  IA. 
I.  Subject  matter. 

1.  The  same  utilization,  as  in  I  B,  of  all  possible  opportunities  for  incidental 

reading. 

2.  Records  of  group  experiences.     See  I  B. 

3.  Action. 

Interpretation  of  written   or  printed  directions   for  doing  or  making 
things. 

4.  Story. 

Such  texts  as  the  Free  and  Treadwell  First  Reader,  Folklore  Book  I, 

Summer's  First  Reader  and  Baldwin's  Fairy  Reader  are  suggested 

for  group  study. 
Many  opportunities  are  offered  for  individual  supplementary  reading 

through   the   books   listed    for   this  "grade   in   the   Training   School 

Library. 


12  SAN   DIEGO   STATE   NORMAI.   SCHOOL. 

II.  Method  of  procedure  for  group  reading. 

This  varies  with  the  kind  of  content  to  be  read.  The  study-recitation 
method  is  practical  where  the  subject  matter  taxes  all  of  the  child's 
reading  power. 

Oral  sight  reading  gives  the  group  pleasure  and  a  feeling  of  power,  provided 
the  subject  matter  presents  no  difficulties  that  will  impede  the  child's 
fluency.  Such  subject  matter  needs  to  be  much  simpler  than  that  men- 
tioned in  the  above  paragraph. 

This  easier  content  also  offers  excellent  opportunity  for  silent  study  of  the 
entire  lesson,  followed  by  oral  reports  or  informal  dramatization  by 
members  of  the  group. 

III.  Individual  zvork. 

Very  often  opportunity  may  be  given  for  each  child  to  read  silently  some- 
thing he  selects  himself,  the  teacher  helping  when  needed.  These  stories 
may  or  may  not  be  read  or  told  to  the  group. 

Grade  II. 

Group  and  individual  work  differ  only  in  degree  from  that  of  the  first  grade. 
With  increasing  power  to  master  the  mechanics  of  reading,  larger  experi- 
ences are  possible. 

Among  the  books  used  for  group  work  are :  Second  Readers  by  Free  and 
Treadwell,  Summer,  Elson,  and  Baker  and  Carpenter ;  The  Story  Hour, 
Book  II;  Progressive  Road  to  Reading,  Book  II;  Folklore  Reader,  Book  II; 
The  Second  Fairy  Reader  by  Baldwin;  Folklore  Stories  and  Proverbs  by 
Weltse;  Eskimo  Stories,  Rand-McNally ;  Mewanee,  the  Little  Indian  Boy, 
Wiley;  The  Tree  Dwellers  and  Early  Cave  Men,  Catherine  Dopp. 

Grade  III. 

In  addition  to  the  supervised  study  of  reading  and  also  to  informal  reading 
during  the  regular  reading  periods,  the  lessons  in  arithmetic,  geography, 
history  and  nature  study  furnish  content  for  the  reading  of  the  third  and 
fourth  grades.  Among  the  sets  of  books  used  for  this  group  during  the 
daily  reading  periods  are : 

Free  and  Treadwell  Third  Reader.     Row,  Peterson  &  Co. 

Summer's  Third  Reader.     Beattys  &  Co. 

Riverside  Third  Reader.     Houghton-Mifflin  Co. 

Progressive  Road  to  Reading.     Book  III.     Silver,  Burdett  &  Co. 

Fables  and  Folk  Stories.     Scudder.     Houghton-Mifflin  Co. 

Fifty  Famous  Stories.     Baldwin.     American  Book  Co. 

Later  Cave  Men.     Dopp.     Rand-McNally. 

Alice  in  Wonderland.     Carroll.     Ed.  Pub.  Co. 

Through  the  Looking  Glass.     Carroll.     Ed.  Pub.  Co. 

Robinson  Crusoe.     Baldwin.     American  Book  Co. 

Old  Mother  West  Wind.     Thornton  Burgess.     Little,  Brown  &  Co. 

Mother  West  Wind's  Children.     Thornton  Burgess.     Little,  Brown  &  Co. 
Grade  IV. 

While  the  amount  of  oral  reading  in  the  third  grade  decreases  over  that  of 
the  second,  with  the  proportionate  increase  of  silent  reading,  the  decrease 
is  still  more  marked  in  the  fourth  grade.  Not  only  is  this  true,  but  group 
reading  becomes  less  popular  as  the  desire  increases  to  "read  ahead"  indi- 
vidually. Opportunities  for  doing  this,  of  the  same  kinds  mentioned  under 
preceding  grades,  are  now  given  on  a  broader  and  larger  scale. 


SAN   DIEGO  STATE  NORMAI.   SCHOOL.  13 

While  time  and  careful  attention  are  given  to  intensive  study  by  the  group  of 

such  books  as  The  Vikings,  Four  Old  Greeks  and  the  Radford  edition  of 

King  Arthur,  the  group  also  reads  widely  in  the  library  or  among  books 

provided  for  individual  reading. 
Reports  before  the  class,  on  what  has  been  read,  are  frequently  given,  or  at 

times  group  members  carefully  prepare  to  read  orally,  for  the  benefit  of  the 

class,  something  of  particular  value  and  interest  discovered  by  themselves 

or  provided  by  the  teacher. 
Valuable  sets  of  books  for  this  grade  are : 

Baker  and  Carpenter  Fourth  Reader. 

Free  and  Treadwell  Fourth  Reader.     Row,  Peterson  &  Co. 

Adventures  of  Pinocchio.     Collodi.     Ginn  &  Co. 

The  Vikings.    Jennie  Hall.     Rand-McNally. 

Four  Old  Greeks.    Jennie  Hall.     Rand-McNally. 

Moni,  the  Goat  Boy.     Ginn  &  Co. 

Little  Lame  Prince.     Mulock.     Ed.  Pub.  Co. 

The  Kipling  Reader.     Appleton  &  Co. 

The  Knights  of  King  Arthur.     Rand-McNally. 

Bibliography  on  Reading  in  the  Primary  Grades. 
Psychology  of  Reading. 

Huey:  Psychology  and  Pedagogy  of  Reading.     Macmillan. 
Pedagogy  of  Reading. 

Huey :  Psychology  and  Pedagogy  of  Reading.     Macmillan. 

Klapper:  Teaching  Children  to  Read.    Appletons. 

Gesell :  The  Normal  Child  and  Primary  Education.     Ginn  &  Co. 
History  of  Reading  Methods. 

Huey :  Psychology  and  Pedagogy  of  Reading.     Macmillan. 


2-45740 


14  SAN  DIEGO   STATE  NORMAL   SCHOOL. 

PHONICS. 

PURPOSE  OF  THE  WORK  IN  PHONICS   IN   GRADES   I  AND  II. 

I.  To  train  the  children,  after  an  interest  in  reading  has  been  aroused  and  the 
need  for  help  in  getting  words  is  felt,  to  think  of  phonics  as  one  of  several 
helpful  tools  for  working  out  words  for  themselves  as  a  means  to  the  end 
of  reading, — i.  e.,  thought  getting,  not  reading  as  an  end  in  itself: 

1.  By  withholding  work  in  phonic  synthesis  until  the  beginning  children 

have  been  in  school  for  six  or  eight  weeks. 

2.  By  teaching  this  work  during  a  drill  period  apart  from  the  reading 

period. 
II.  To  help  the  children  into  possession  of  the  power  to  articulate  and  pronounce 
correctly  the  words  for  which  they  have  the  phonic  facts : 

1.  By  working  constantly  for  distinct  and  exact  utterance,  smooth  and 
rapid  blending,  when  sounding  words. 
III.  To  train  the  children  to  learn  the  new  sound  by  hearing  it  in  a  known  word 
and  to  recall  the  sound  when  forgotten  by  rethinking  the  word  through 
which  it  was  taught,  thereby  protecting  them  against  the  prevalent  demand 
for  making  false  association  of  the  letter  sound  with  the  sound  made  by 
something  in  the  animal  world.     When  they  are  taught  that  "m"  is  the 
sound  that  the  cow  makes,  "a"  the  "happy  baby"  sound  and  "t"  the  sound 
of   the   watch,   the   mental   gymnastics   required   to   get   the   word    "mat" 
phonetically  are  absurdly  unnecessary. 
IV.  Realizing  the  inconsistency  Of  our  English  language,  to  make  possible  the 
mastery  of  the  phonic  facts  most  needed  and  the  application  of  these  to 
words  occurring  in  the  children's  reading  by  omitting  those  facts  belonging 
to  word  study  classes  in  grades  above  the  primary. 
V.  To  help  the  children  to  retain  their  power  to  get  words  phonetically  by  occa- 
sionally reviewing  in  the  third  and  fourth  grades  the  work  of  the  first  two 
grades. 

IB  Grade. 
1.  Before  formal  work  in  phonic  synthesis  is  begun,  a  Httle  time  can  profitably 
be  given  to  games  that  will  train  the  children  to  hear  correctly  the  elements 
of  words. 

1.  Rhyming  words: 

Teacher  or  child :  "I'm  thinking  of  a  word  that  rhymes  with  'cake'." 
The  substance  of  the  questions  following  would  be :  "Is  it  bake, 
take,  lake,  make,"  etc.?  until  the  right  word  is  guessed. 

2.  Children  listen  for  the  rhyme  words  as  a  verse  is  repeated, — /.  e.,  the 

words  rhyming  with  "Hubbard"  and  "there"  in  "Old  Mother 
Hubbard,"  etc. 

3.  Children  tell  what  two  words  rhyme  in  such  a  jingle  as: 

"Little  Nancy  Etticoat,"  etc. 

4.  Children  recognize  words  when  spoken  slowly  enough  by  the  teacher 

to  separate  the  initial  sound  from  the  word-ending,  — i.  e.,  "Stand 
when  you  hear  your  name"  (the  teacher  pronouncing  the  names 
slowly),  "M-ary,"  "J-ohn,"  etc. 

5.  Teacher,  and  later  some  child,  give  directions   for  perfoiming  some 

action,  separating  one  word  of  the  direction  into  initial  sound  and 
word  ending, — i.  e.,  "Point  to  the  f-ish,"  "to  the  t-able."  "Touch 
your  d-esk,"  "your  b-ook,"  etc. 


S.AN   DIEGP  STAT^  NORMAl,  SCHOOI.,  15 

II.  Letter  sound  tiaught : 

1.  Consonants: 

b;  e  (hard)  ;  d;  f;  g  (soft)  ;  h;  j ;  k;  1;  m;  n ;  p;  r;  s  (as  in  "see")  ; 
t ;  V ;  w. 

2.  Vowels : 

The  long  and  short  sounds  of  a,  e,  i,  o ;  short  "u" ;  long  "y" ;  and  "ee." 

3.  Method  of  procedure : 

a.  Teach  as  initial  sounds,  by  means  of  word  lists,  twelve  of  the  con- 

sonant sounds  most  needed,  such  as  b,  c,  d,  f,  g,  h,  m,  n,  p,  r,  s,  t. 
Start  always  with  a  known  sight  word,  ,the  teacher  contributing 
other  words  beginning  with  the  same  sound,  there  being  no 
attempt  at  this  stage  to  have  the  children  master  the  word  endings, 
nor  any  work  in  phonic  synthesis  until  these  twelve  consonants 
are  learned  as  initial  sounds. 

b.  First  work  in  phonic  synthesis : 

Teach  short  "a"  in  combination  with  the  above  twelve  consonants. 
As  a  rule,  the  children  can  take  this  easily  and  intelligently  from 
six  to  eight  weeks  after  entering  school, 

c.  Teach  the  remaining  short  vowel  sounds  .  (with  the  exception  of 

short  "y"),  the  sound  of  "ee"  and  also  the  remaining  consonant 
sounds. 

d.  Teach  the  long  vowel  sounds,  with  the  exception  of  long  "u,"  which 

is  a  difficult  sound  and  not  much  needed  at  this  time. 
lA  Grade. 

1.  Careful  review  of  the  consonant  and  vowel  sounds  taught  in  the  IB  Grade. 

2.  Teach  g  (soft)  ;  c  (soft)  ;  s  as  in  "his";  long  "u"  and  short  "y." 

3.  Teach  the  first  half  of  the  following  group  of  combinations  in  words  of  one 

syllable : 

sh;  ch;  wh;  th  (surd)  as  in  "thin";  th  (sonant)  as  in  "this";  ing;  all; 
aw;  ar;  or;  ea,  as  in  "eat";  ea,  as  in  "head";  oa;  ai,  as  in  "sail"; 
ight;  long  oo,  as  in  soon;  short  oo,  as  in  "book";  ay;  ou;  ow,  as  in 
"how" ;  ow,  as  in  "blow" ;  ang ;  ong ;  ung ;  er,  as  in  "her" ;  ir,  as  in 
"bird";  iir,  as  in  "fur";  ed,  like  t,  as  in  "liked";  ed,  like  d,  as  in 
"turned";  qu;  kn,  as  in  "know";  ew,  like  long  u,  as  in  "few";  ew,  like 
.  oo,  as  ia  "crew";  wr,  as  in  "write";  mb,  as  in  "thumb." 

Help  the  children  in  this  grade  to  think  silently  the  two  or  three 
sounds  in  the  wdrd-eridings  of  vC^ords  of  one  syllable  and  to  utter  each 
word-ending  as  one  sound. 
2B  Grade. 

1.  Review  thoroughly  the  work  of  the  first  grade. 

2.  Finish  teaching  the  group  of  combinations  listed  under  lA. 

Place  more  stress  in  this  grade  on  rapid,  smooth  and  accurate  blending: 

a.  Of  the  two  or  three  initial  consonants. 

b.  Of  the  vowels  with  their  following  consonants. 

2A  Grade. 

1.  Review  all  preceding  work. 

2.  Teach  the  following  group  of  initial  and  final  syllables : 

a,  as  in  around;  in;  en;  ly;  ny;  ty;  ness;  less,  ful;  est;  ure;  age,  ous, 
tion ;  some ;  il ;  el ;  ed,  as  in  "parted" ;  be ;  de ;  re  ;  pre ;  dis ;  ex ;  pro ;  ap  ; 
ad ;  af ;  at ;  an ;  ab ;  ob ;  or ;  con ;  col ;  tie  after  "s,"  as  in  whistle ;  tie  as  in 
"little." 


16  SAN  DI^O   STATlJ   NORMAIv   SCHOOI,. 

Note  I. — Always  present  the  new  sound,  initial  consonant,  vowel,  combination,  initial  and  final 
syllable,  through  a  familiar  sight  zvord, — that  is,  through  phonic  analysis.  When 
a  sound  is  forgotten,  the  children  should  think  thp  word  through  which  the  sound 
was  taught.  These  words  may  be  kept  permanently  on  the  blackboard,  or  on 
perception  cards. 

Note  II. — When  learning  a  new  sound,  as  when  learning  to  spell  by  letter,  the  children  need 
to  get  the  new  sound  through  as  many  avenues  as  possible, — the  eye,  the  ear,  the 
voice  and  the  hand. 

I.  The  eye,  ear  and  voice  are  active  through  such  games  as  the  following: 

1.  A    list    of    different    words    containing    the    new    sound    on    the   board 

duplicated    in    two    other    columns;    different    ariangement    in    each 
column : 

a.  The  teacher  sounds  a  word  in  one  column  and  the  child  finds 

the  same  word  in  another  column,  sounds  and  pronounces  it. 
Continue  this  until  each  child  has  had  a  turn. 

b.  Two  children,  each  with  a  pointer  and  column  of  his  own,  may 

play  the  game.  The  teacher  points  to  a  word  in  the  third 
column.  E)ach  child  finds  it  in  his  column,  sounds  and  pro- 
nounces it. 

2.  Perception  cards  containing  the  words  above  mentioned: 

a.  The   teacher   turns   a   card    and    calls    some    child's   name.     Child 

quickly  responds  with  word. 

b.  The    teacher    passes    out    cards.     Children    match    with    word    on 

board,  pronouncing  it,  if  possible,  without  sounding  the  word 
aloud.     When   finished,   stand   card   in   chalk  ledge. 

c.  Then  let  one  child  pick  up   as  many  cards  as  possible,  speaking 

each  word  distinctly  as  he  does  so. 
II.  The  children  may  learn  to  write  the  new  letter  or  letter  group  toward  the 
close  of  the  phonics  period  on  the  day  a  new  sound  is  taught. 
This  is  done  by: 

a.  Focalization   of   attention   while   the   teacher   writes  the  letter   or 

letter  group  calling  attention  to  form. 

b.  Children  trace  in  the  air  while  the  teacher  writes  again. 

c.  Children  trace  in  the  air  while  the  teacher  watches. 

d.  Children  close  eyes  and  trace  in  air. 

e.  Children    try    it    on    board,    uttering    the    sound    when    through 
writing. 
Note  III. — With  all  games  for  phonic  drill,  continually  check  up  the  child  who  misses  by  fre- 
quently returning  to  him  for  the  solution  of  his  problem. 
Bibliography  on  "The  Teaching  of  Phonics." 

1.  Method. 

.Klapper:   Teaching  Children  to  Read.     Appletons, — Chapter  VIII. 
Huey:  Psychology  and  Pedagogy  of  Reading.     Macmillan, — pp.  281-287. 

2.  For  helpful  word  lists  for  phonic  drill: 

Akin:  Word  Mastery.     Houghton-Mifflin  Co. 


SAN   DIBGO  STATS  NORMAI,  SCHOOL. 


17 


LITERATURE  IN  THE  LOWER  GRADES. 
CAROLINE  I.  TOWNSEND,  Assistant  Director  of  Education. 

The  Study  of  literature  has  no  other  reason  for  being  than  to  promote  that  love 
of  literature  by  which  alone  it  can  become  a  vital  influence  upon  life. 

Literature  in  the  primary  grades  at  once  suggests  that  large  field  of  first-class 
writing  which  groups  itself  under  nursery  rhymes,  folk  and  fairy  tales,  simple 
myths,  fables,  animal  stories,  stories  of  real  life  and  of  adventure,  and  such  poetry 
as  that  of  Rosetti  and  Stevenson. 

The  method  of  presentation  in  the  lower  grades  is  from  necessity  largely  by 
word  of  mouth,  since  primary  children  have  not  yet  mastered  the  mechanics  of 
reading.  Nevertheless,  even  by  the  end  of  the  first  year  the  desire  to  read  has 
been  created  to  the  extent  that  some  of  the  first  crude,  yet  literary,  art  is  fluently 
read  and  enjoyed,  this  ability  increasing  proportionately  throughout  the  grades. 
Grade  I. 

Simple,  short,  objective  stories,  easy  to  see  through,  without  much  of  the  element 
of  suspense  and  no  unnecessary  detail.  Stories,  rhymes  and  verses  characterized 
by  repetition,  alliteration  and  rhythm.  The  following  lists  will  show  the  type  of 
literature : 


Folk  Tales. 
The  Old  Woman  and  the  Sixpence. 


In  "Six  Nursery  Classics."     O'Shea. 


The  Pancake. 


In  "East  o'  the  Sun."     Gudrun  Thorne 
Thomsen.     Row,  Peterson  &  Co. 


The  Three  Billy  Goats  Gruff. 

The  Lad  Who  Went  to  the  North  Wind. 


Tales  from  the  Norse. 
Dasent.     Putnams. 


The  Three  Little   Pigs. 
The  Three  Bears. 
The  Other  Little  Red  Hen. 
The   Gingerbread   Man. 


In"Stories  to  Tell  to  Children"  and 
"How  to  Tell   Stories  to  Children." 
Sara  Cone  Bryant. 

Houghton-Mifflin  Co. 


Reynard  and  the  Cock. 
Boots  and  His  Brothers. 
The  Sheep  and  the  Pig  Who  Set  Up 
Housekeeping. 


In  "East  o'  the  Sun."     Gudrun  Thorne 
Thomsen.     Row,  Peterson  &  Co. 


Fables. 
The  Lion  and  the  Mouse. 


In  "Fable  Land."     Emma  Serl.     Silver, 
Burdett  &  Co. 


The  Ant  and  the  Dove. 


In  "Fairy  Stories  and  Fables."     Baldwin. 
American  Book  Co. 


The  Hare  and  the  Tortoise. 
The  Lark  and  the  Farmer. 
The  Wind  and  the  Sun. 
The  Dog  and  His  Shadow. 


In  "Fables  and  Folk  Stories."    Scudder. 
Houghton-Mifflin  Co. 


18 


SAN  DiEGd  srArt  normal  school; 


Nursery  Rhymes. 
Little  Boy  Blue. 
Little  Miss  Muffit. 
Old  King  Cole. 
Simple  Simon. 
Little  Jack  Horner. 
Jack  Sprat. 

Three  Wise  Men  of  Gotham. 
In  "Nursery  Rhyme  Book." 
Andrew  Lang. 

Rhymes  and  Verses. 
Table  Manners. 
Generosity. 
Bed  Time. 


Nursery  Rhyme  Riddles. 
Humpty  Dumpty. 
Round  as  a  Biscuit. 
Smoke. 
St.  Ives. 

Twelve  Pears  Hanging  High. 
I  Have  a  Little  Sister. 

In  "Nursery  Rhyme  Book." 


Jessie 


Wilcox  Smith.     Dodd,  Mead  &  Co. 


The    Goops 
Pub.  Co. 


Gillett    Burgess.     Stokes 


If  All  Were  Rain. 
The  City  Mouse. 
Wrens  and  Robins. 
Who  Has  Seen  the  Wind? 
Boats  Sail  on  the  River. 
What  Is  Pink? 

The  Rain. 

Singing. 

Birdie  With  a  Yellow  Bill. 

Bed  in  Summer. 

At  the  Seaside. 

A  Good  Play. 

The  Swing. 


Sing  Song:  Christina  Rossctti. 


Macmillans. 


A    Child's    Garden    of    Verse.      Robert 
Louis  Stevenson.     Rand-McNally  Co. 


Fairy     Stories     and     Fables. 
American  Book  Co. 


Baldwin. 


Grade  II. 

The  great  favorite  is  the  imaginative  story,  longer  and  with  more  detail  than 
that  of  the  first  grade.  The  rhythmic  impulses  are  still  strong  in  this  grade. 
Poetry,  both  lyric  and  epic,  appeals.  ' 

Stories.  ... 

Fables : 
The  Dog  in  the  Manger. 
The  Crow  and  the  Pitcher. 
The  Man,  the  Boy,  and  the  Donkey. 
The  Fox  and  the  Crow. 
The  Town  and  Country  Mouse. 
Belling  the  Cat. 

Folk  and  Fairy.  Tales  : 
The  Elves  and  the  Shoemaker. 
The  Fisherman  and  His  Wife. 
Cinderella. 

The  Straw,  the  Coal,  and  the -Bean.. 
Snow  White  and  Rose  Red. 
Briar  Rose. 
Dick  Whittington  and  His  Cat. 


The     Children's     Hour.       Eva     March 
Tappan.     Houghton-Mifflin   Co. 


SAN  DIEGO  STATE  NORMAI,  SCHOOL. 


19 


How  Brother  Rabbit  Fooled  the  Whale 

and  the  Elephant. 
The  Jackal  and  the  Alligator. 
Epaminondas  and  His  Auntie. 
Raggylug. 


Stories  to  Tell  to  Children. 
How  to  Tell  Stories  to  Children. 
Sara  Cone  Bryant. 

Houghton-Mifflin  Co. 


The  Steadfast  Tin  Soldier. 
The  Apple  Branch. 
Five  Out  of  One  Shell. 
The  Nightingale, 


Hans  Andersen.    Houghton-Miflflin  Co. 


Rhymes  and  Poetry. 
Rhymes : 
Borrowing. 

Politeness.  The  Goops : 

Honesty. 
Hospitality. 
Caution. 
Interruption, 


Gillett  Burgess.     Stokes. 


Poetry : 
The  Wind. 
My  Shadow. 
Foreign  Children. 
Windy  Nights. 
My  Bed  Is  a  Boat. 

Wynken,  Blynken  and  Nod. 
The  Rock-a-by  Lady. 
The  Sugar  Plum  Tree. 
The  Duel. 
The  Night  Wind, 


Rhyme  Riddles. 
There  Was  a  King  Met  a  King. 
Old  Mother  Twitchett. 
In  Marble  Walls, 
Hick-a-more   Hack-a-more. 
In  "Nursery  Rhyme  Book," 
Andrew  Lang.     Warner  Co. 


Child's  Garden  of  Verse.    Robert  Louis 
Stevenson.     Rand-McNally  Co. 


Eugene  Field.     Scribners. 


Hiawatha's    Childhood. 


(Through  "The  Hunting  of  the  Deer. 
Longfellow. 


Grade  III. 

The  imaginative  type  of  story  is  still  demanded,  but  the  question  "Is  it  true?"  is 
heard.  The  realistic  story  is  enjoyed  and  the  hero  of  physical  courage  admired. 
Animal  stories,  at  this  stage,  make  a  strong  appeal. 


TYPE  OF   STORIES   FOR  THIS   GRADE. 

Robinson  Crusoe:  Defoe. 

In  part  told,  in  part  read,  by  the  teacher. 
Children  read  for  themselves  the  Baldwin  edition  of  Crusoe. 
Interpretation    of    the    story    through    dramatization    and     other    concrete 
experience. 
Alice  in  Wonderland.     Lewis  Carroll. 
Through  the  Looking  Glass.     Lewis  Carroll. 

Read  by  the  teacher  as  the  children  follow  the  text,  the  children  taking  part  by 
reading  the  simpler  parts  of  the  stories. 


20 


SAN   DIEGO   STATE   NORMAIy   SCHOOI,. 


Tales  of  Old  England:  Fifty  Famous  Stories.    Baldwin.    American  Book  Co. 

Robin  Goodfellow. 

King  Alfred  and  the  Shepherd. 

The  Merry  History  of  the  Cobbler  and  the  King. 
Story  of  Johnny  Bear.     Lives  of  the  Hunted.     Thompson  Seton.     Scribner. 
Rikki  Tikki  Tavi.     Jungle  Book.     Rudyard  Kipling.     Century  Co. 


TYPES  OE  POETRY. 


Foreign  Lands. 
Land  of  Story  Books. 
Escape  at  Bedtime. 
The  Lamplighter, 
The  Sun's  Travels. 
Armies  in  the  Fire. 

The  Fairy  Folk. 
Wishing. 

The  Owl  and  the  Pussy  Cat. 
The  Wind  and  the  Moon. 
The  Sandpiper. 


Child's  Garden  of  Verse.     Robert  Louis 
Stevenson.     Rand-McNally  Co. 


Posy    Ring    Golden     Numbers.      Wm. 
AUingham.     McClure,  Phillips  &  Co. 

Nonsense  Book.    Edward  Lear.   Duffield. 

George  McDonald. 

Celia  Thaxter. 
Poems  Every  Child  Should  Know. 

Burt.    Doubleday,  Page  &  Co. 


Grade  IV. 

This  is  a  transition  period.  Some  children  cling  to  the  imaginative  story,  but 
the  larger  interest  of  the  group  centers  around  the  historical  story  and  the  stories 
of  out-of-door  life  and  adventure.  Animal  stories,  both  true  and  imaginative, 
are  much  in  demand.    The  epic  poem  makes  a  much  stronger  appeal  than  the  lyric. 

Type  of  Story.  (In  addition  to  those  listed  under  fourth  grade  reading.) 
Jungle  Books  I  and  II.     Kipling. 

Wully-Redruff.     Wild  Animals  I  Have  Known.    Thompson  Seton.     Scribner. 
A  Little  Boy  Lost.     Hudson.     W.  H.  Knopf,  Pub. 


Poetry. 
Thirty  Days  Hath   September. 
A  Riddle. 
The  Sea. 

The  Mountain  and  the  Squirrel. 
Abou  Ben  Adhem. 
The  Village  Blacksmith. 
A  Day. 


Nursery  Rhyme  Book. 

Jonathan  Swift. 

Barry  Cornwall. 

Emerson. 

Leigh  Hunt. 

Longfellow. 

Emily  Dickinson. 


Above  from  "Golden  Numbers."     McClure,  Phillips  &  Co. 
What  Do  We  Plant  When  We  Plant 
the  Tree?  Burton  Stevenson.     Holt  Co. 


SAN  DIKGO  STATE  NOR  MAI,   SCHOOI,.  21 

Bibliography  on  Literature  and  How  to  Teach  It  in  the  Lozver  Grades. 

I.  Books  covering  both  of  the  above  points : 

1.  lyiterature  in  the  Elementary  School.    MacClintock,  Porter  Lander;  Uni- 

versity of  Chicago  Press. 

2.  Stories  and  Story  Telling.    Keyes,  Angela ;  D.  Appleton  &  Co. 

3.  How  to  Tell  Stories  to  Children. 

Stories  to  Tell  to  Children.     Bryant,  Sara  Cone.    Houghton-Mifflin  Co. 

n.  How  to  Teach  Poetry. 

The  Teaching  of  English.     Chubb,  Percival.     Macmillan  Co. 
How  to  Teach.     (Chapter  on  "Memorization."     Strayer  and  Norsworthy. 
Macmillan  Co. 


22  SAN  DIEGO   STATE   NORMAL   SCHOOL. 

LITERATURE  IN  THE  UPPER  GRADES. 

GERTRUDE  SUMPTION   BELL,   Assistant  Director  of  Education. 

General  Principles  and  Aims. 

The  book  long  ago  ceased  to  be  a  luxury.  Literature  has  become  a  prime 
necessity  to  cultivated  human  life.  Its  contributions  to  the  equipment  of  an 
open-minded,  generous  and  effective  boy  or  girl  are  of  the  highest  potential  value, 
and  should  be  clearly  apprehended  by  everyone  who  expects  to  plan  or  direct  the 
reading  of  literature  in  the  school. 

It  is  quite  evident  that  the  method  appropriate  to  "Evangeline"  should  not  be 
used  in  teaching  "The  Chambered  Nautilus";  and  "Hunting  the  Deer"  would 
demand  still  another  mode  of  procedure,  while  either  "Treasure  Island"  or 
"Quentin  Durward"  would  exact  a  special  treatment.  Very  few  general  direc- 
tions may  be  given  for  the  teaching  of  literature.  Clear-cut  conceptions  of  aims 
are,  for  the  intelligent  teacher  who  appreciates  good  literature,  the  best  guides  to 
methods. 

Oral  reading  should  not  be  an  exercise  or  performance  for  the  sake  of  learning 
to  read.  To  the  child  there  must  be  a  genuine  reason  for  reading  orally:  viz,  to 
prove  his  point,  to  show  that  his  conclusions  are  warranted  by  the  words  of  the 
author,  to  illustrate  peculiarities  or  excellences  of  style,  to  entertain  or  to  please 
others.  The  wise  teacher  utilizes  many  real  motives  for  oral  readings.  Pupils 
prepare  and  read  to  their  own  classmates  or  to  others  something  which  their 
hearers  have  not  read,  and  the  purpose  to  make  others  understand  or  enjoy  is 
genuine  and  not  assumed.  Such  reading,  stimulated  by  attentive,  appreciative 
listeners,  really  results  in  ability  to  read  orally.  Reports  upon  material  read 
silently  should  be  as  sincere ;  if  made  upon  something  all  have  read,  a  report  must 
have  in  it  more  than  mere  reproduction  to  raise  it  above  meaningless,  insincere 
farce. 

Intensive  study,  paragraph  by  paragraph  and  word  by  word,  with  use  of  the 
dictionary  and  other  aids,  needs  motivation  most  of  all.  Competitive  recitations, 
in  which  each  group  works  out  good  questions  to  be  answered  by  those  who  really 
understand  the  text,  result  in  live  study. 

Throughout  the  literature  work,  sincerity  must  be  the  watchword.  The  pretense 
of  admiring  or  loving  what  is  really  distasteful,  uninteresting  or  stupid  is  an  evil 
all  too  prevalent,  and  is  due  to  the  academic  cult  of  "classical"  literature. 

Supplementary  reading  is  stimulated  and  directed  by  means  of  a  recommended 
list  given  each  pupil.  He  reports  from  time  to  time  as  to  the  books  he  has  read 
and  his  impressions  of  them,  and  he  often  tries  to  lead  others  to  read  the  ones  he 
has  liked  best  by  telling  them  the  most  interesting  features.  A  surprising  amount 
of  collateral  reading  is  being  done  by  the  sixth,  seventh  and  eighth  grade  children. 

Fifth  Grade. 

Literature  and  Reading. 

These  subjects  are  undifferentiated  now  because  elementary  problems  of 
mechanics  should  be  mastered  by  this  time  to  such  a  degree  that  all  additional 
technique  may  be  acquired  through  reading  several  texts  and  real  literature. 

Special  emphasis  is  laid  upon  learning  to  use  the  dictionary  intelligently,  forming 
the  reading  habit  or  taste,  increasing  speed  and  accuracy  in  silent  interpretation, 
and  acquiring  good  habits  of  oral  reading. 


SAN   niEGO  STATE  NORMA!,  SCHOOT,.  23 

From  the  following  list  of  material,  choice  is  made  from  term  to  term  in  the 
light  of  other  subjects  which  give  dominant  interests  for  a  period,  or  as  determined 
by  season  of  year  or  particular  occasion : 

Hawthorne    Tanglewood  Tales. 

Wonder  Book. 

Spyri Heidi. 

De  la  Ramee,  L. The  Nurnberg  Stove. 

Defoe    Robinson  Crusoe. 

Long,  W.  J.- - Animal  stories. 

Kipling Animal  stories. 

Thompson-Seton  Animal  stories. 

Baldwin  Siegfried,  Roland,  etc. 

Burnett Little  Lord  Fauntleroy. 

Sara  Crewe. 

Lanier    King  Arthur. 

Pyle,  H. Robin  Hood. 

Johnston,  S.  F — — -"Little  Colonel"  series. 

Harris,  J.  C. Uncle  Remus. 

Page,  T.   N Captured  Santa  Claus. 

Two  Little  Confederates. 
Richards,  L.  E Captain  January. 

Florence  Nightingale. 

Stockton,  F.  Fanciful  Tales. 

Stoddard,  W.  O Talking  Leaves. 

Van  Dyke  - The  First  Christmas  Tree. 

Biographies  of  such  men  and  women  as  Daniel  Boone,  David  Crockett, 
Paul  Jones,  Helen  Keller,  Clara  Barton,  Sir  Francis  Drake,  Lafayette,  Lincoln, 
Washington,  Franklin,  Edison,  Wright,  Marconi,  are  read. 

Groups  of  stories,  myths  or  poems  about  flowers,  birds,  dogs,  cats,  horses, 
etc.,  are  included. 

Dramatizations,  as  subject  matter  and  the  children's  interest  demand,  correla- 
tions with  language,  nature-study,  history  and  geography,  whenever  possible,  are 
developed. 

Much  reading  is  individual  and  silent,  often  at  home.  Oral  reading  is  usually 
given  place  in  response  to  the  child's  desire  to  give  pleasure  to  others. 


24  SAN  DIEGO   STATE  NORMAI.   SCHOOI,. 

Sixth  Grade. 

All  that  is  outlined  under  "Fifth  Grade"  applies  here,  and  much  of  the  material 
listed  under  that  caption  is  equally  appropriate  at  this  stage.  Selection  is  made 
from  such  additional  material  as  the  following : 

Irving  Rip  Van  Winkle. 

Legend  of  Sleepy  Hollow. 

Ruskin    King  of  the  Golden  River. 

Browning    Pied  Piper  of  Hamelin. 

Bible   Beatitudes. 

Psalms  XIX,  XXIV,  XC. 
Mark  Twain  Joan  of  Arc. 

Prince  and  Pauper. 

Barbour   For  the  Honor  of  the  School. 

Dudley  Following  the  Ball. 

Henning Jeanne  D'arc. 

Ingersoll    _— -— Book  of  the  Ocean. 

Kipling Captains  Courageous. 

Lamb  (Charles  &  Mary) Tales  from  Shakespeare. 

Van  Dyke The  Other  Wise  Man. 

Wiggin Rebecca  of  Sunnybrook  Farm. 

The  Birds'  Christmas  Carol. 

Another  group  of  biographies  is  read,  with  groups  of  poems  about  flowers, 
animals,  heroes,  etc.  Memorizing  and  dramatization  are  especially  stressed  and 
yield  rich  returns  at  this  age. 

Seventh  and  Eighth  Grades. 

The  intensive  study  of  a  few  well-chosen,  typical  poems,  essays,  short  stories, 
myths,  legends,  novels,  etc.,  by  pupils  and  teacher  working  together  to  get  from 
each  whatever  each  may  have  for  all  and  to  acquire  intelligent  methods  of  reading, 
should  lead  directly  to  the  extensive  reading  of  the  same  type  after  each  introduc- 
tion. If  the  intensive  study  is  not  exhaustive,  analytical,  oversentimental,  or 
critical,  it  should  result  not  only  in  enjoyment  and  appreciation  of  the  thing 
studied,  but  also  in  a  keen  desire  to  read  more  by  the  same  author  or  of  the  same 
type. 

Most  of  this  work  must  of  necessity  be  silent,  individual  reading,  with  only 
occasional  discussions,  questions,  recitations,  or  well-motivated  oral  readings. 
The  method  varies  with  the  type.     An  illustration  may  make  this  clearer. 

In  teaching  Evangeline,  a  narrative  poem,  the  teacher  prepares  the  class  by  an 
interesting  account  of  the  historic  background,  describes  the  physical  Acadia  of 
the  time,  and  tells  how  Longfellow  heard  the  story  of  the  separation  of  the  two 
lovers  by  the  conditions  of  the  exile.  Thus  she  creates  the  atmosphere  of  knowl- 
edge and  feeling  necessary  for  the  interpretation  of  the  poem.  She  then  reads 
aloud  (every  teacher  of  literature  should  be  able  to  read  well  orally),  with  a  few 
explanations  and  pauses  for  effective  imaging,  until  the  rhythm  and  the  poetic 
conceptions  and  imagery  have  caught  the  children ;  then  without  further  discussion 
or  assignment,  she  allows  them  to  go  on  reading  silently  and  as  rapidly  as  they 
can  to  the  end.  Following  this,  the  teacher  leads  a  discussion  in  which  the  story 
is  briefly  told,  the  characters  are  grouped  and  the  poem  is  reread  for  answers  to 
such  questions  as,  What  do  we  know  of  the  appearance  of  Evangeline?  of 
Gabriel?  of  Father  Felician?  of  the  character  of  each?     Lines  are  quoted  to  prove 


SAN  DIEGO  STATE  NORMAI,  SCHOOI,.  25 

that  the  poem  really  tells  us  these  things  and  that  our  fancies  are  not  running 
riot.  If  the  children  wish  to  dramatize  all  or  part,  they  should  be  aided  in  doing 
so  in  as  natural  and  spontaneous  a  manner  as  possible.  They  may  preserve  the 
poetic  form  and  spirit  by  using  the  exact  words  of  the  poem  wherever  possible, 
and  by  making  other  speeches  as  consistent  in  form  as  they  can  write  them. 
Children  should  be  encouraged  to  memorize  beautiful  or  quotable  lines  which 
appeal  to  them,  rather  than  be  required  to  memorize  those  which  the  teacher 
prefers  and  imposes  upon  them. 

The  purposes  of  the  first  or  intensive  type  of  work  are  (a)  to  increase  the 
child's  ability  and  skill  in  getting  thought  from  the  printed  page,  (b)  to  increase 
his  word  and  phrase  vocabulary,  (c)  to  give  him  a  method  of  study  appropriate  to 
different  types  of  literature,  (d)  to  teach  him  how  to  use  such  aids  as  dictionary, 
cyclopedias,  and  other  reference  books,  (e)  to  give  skill  in  oral  reading. 

The  purposes  of  the  second  or  extensive  type  of  work  are,  (a)  to  increase  skill 
and  speed  in  reading,  both  silent  and  oral,  (b)  to  increase  vocabulary,  (c)  to 
establish  as  habitual  the  methods  of  interpretation  given  in  intensive  work  (d)  to 
increase  skill  in  use  of  aids  to  study,  (e)  to  give  breadth  of  knowledge  of  litera- 
ture appropriate  to  this  stage  of  development,  (/)  to  arouse,  stimulate  and  feed 
interest  in  and  appreciation  of  the  best  examples  of  the  types  of  literature  studied, 
and  in  the  best  writers. 

The  types  studied  are,  (a)  narrative,  in  the  form  of  short  story,  novel  and  poem, 
(b)  drama  in  the  form  of  dramatizations  made  by  the  class  of  stories  read,  and 
one  Shakespearean  drama,  (c)  essay  in  the  form  of  biography,  history,  moral 
theses  and  scientific  expositions,  (rf)  poetry,  especially  narrative,  lyric  and  didactic. 

Seventh  year. 
Intensive : 

Paul  Revere's  Ride  (narrative  poem). 

King  Robert  of  Sicily  (allegorical  poem). 

Evangeline   (narrative  poem  with  moral  theme.     Girls  study  this). 

Miles  Standish  (narrative  poem  with  moral  theme.     Boys  study  this). 

Treasure  Island  (tale  of  adventure). 

Group  of  patriotic  selections:  Preamble  to  Constitution,  Gettysburg  Address, 

O  Captain !  My  Captain !  The  Ship  of  State,  God  Give  Us  Men,  Selections 

from  Wilson's  Speeches. 
A  Man  Without  a  Country  (class  dramatization). 
Rab  and  His  Friends  (nature  story). 

Pamphlets  published  on  Citizenship  by  State  Commissioner. 
Extensive : 

(Silent  reading,  followed  by  a  few  class  discussions  or  recitations.) 

The  Birds  of  Killingworth. 

Columbus  (oral  reading  stressed). 

Evangeline  (boys). 

Miles  Standish  (girls). 

The  Perfect  Tribute  (read  by  teacher  to  pupils). 

Gold. 

Individual  readings  followed  by  reports  to  class: 
Group   of  nature  stories   from  Kipling,   Seton-Thompson,  Burroughs,   Long, 

Warner. 
Group  of  stories  of  heroism. 


26  SAN   DIEGO   STATE  NORMAI,   SCHOOL. 

*Grotip  of  lives  of  great  men  of  the  twentieth  century,  each  boy  choosing  one  of 
the  following:  Wilson,  Roosevelt,  Foch,  Pershing,  Edison,  Marconi,  Wright 
brothers.  Rockefeller,  Henry  Ford,  Carnegie,  Hoover,  Jacob  Riis,  Russell 
Sage,  Schwab,  Ty  Cobb,  Charlie  Chaplin,  Douglass  Fairbanks,  Armour, 
Booker  T.  Washington,  Billy  Sunday,  Josef  Hoffman,  Mischa  Elman, 
St.  Gaudens,  Rodin,  Jack  London,  Lloyd  George,  etc. 

*Group  of  lives  of  great  women  of  the  twentieth  century,  each  girl  choosing  one 
of  the  following:  Jane  Addams,  Maud  Adams,  Maud  Ballington  Booth, 
Ella  Flagg  Young,  Mrs.  Burnett,  Ellen  Terry,  Pavlowa,  Mary  Pickford, 
Marguerite  Clarke,  Madam  Curie,  Madame  Schumann-Heink,  Nordica, 
Calve,  Anna  Howard  Shaw,  Clara  Barton,  Emmeline  Pankhurst,  Katherine 
Breshkovsky,  Selma  Lagerlof,  Jeanette  Rankin,  etc. 


*Some  of  the  names  in  these  groups  have  been  selected  from  the  pupils'  points  of  view. 
Reading  to  pupils  by  teacher  of — 

Poems  valuable  especially  for  rhythm,  music,  etc. 

Poems  valuable  especially  for  imagery    (sensuous). 

Poems  valuable  especially  for  adaptation   of  form  to  ethical   theme. 

Poems  valuable  especially  for  symbolism. 

Eighth  year. 
Intensive : 

Chambered  Nautilus. 

Daffodils. 

Horatius. 

Incident  of  a  French  Camp. 

Herve  Riel. 

Merchant  of  Venice  (girls). 

Julius  Caesar  (boys). 

Quentin  Durward. 

Silas  Marner. 
Extensive : 

The  teacher  reads  to  the  class.  The  Three  Things,  Message  to  Garcia,  How  the 
Water  Came  Down  at  Lodore,  How  They  Brought  the  Good  News  from 
Ghent,  The  Perfect  Tribute,  etc. 

The  children  read  silently,  rapidly,  with  occasional  discussions  or  reports, 
books  which  they  choose  from  a  well-selected  and  pretty  large  collection  of 
books  placed  at  their  disposal. 

As  much  time  as  can  be  spared  from  the  intensive  work  is  given  to  reading  in 
circumstances  which  help  to  form  the  "library  habit."  The  books  are  at 
hand  and  the  pupils  are  made  responsible  for  those  which  they  take  out  for 
reading,  either  in  the  class  room  or  at  home.  The  teacher  is  the  librarian, 
ready  to  advise  and  direct  when  difficulties  are  encountered  and  to  see  that 
pupils  are  not  wasting  time  or  becoming  discouraged  by  grappling  with 
books  that  are  too  advanced  in  thought  or  language.  The  reading  goes  on 
very  much  as  the  reading  in  the  ordinary  citizen's  life  is  to  proceed,  but 
with  the  advantages  that  may  be  derived  from  the  equipment  and  the  intelli- 
gent interest  of  the  school. 


SAN  DIEGO  STATE  NORMAI,  SCHOOI,. 


27 


Supplementary  Reading  Recommended  for  the  Seventh  and  Eighth  Grades. 
At  least  three  books  from  the  following  list  each  year : 

Seventh  Grade. 
Up  from  Slavery,  Booker  T.  Washington;  Heroes  Who  Fight  with  Fire,  Jacob 
Riis  ;  Ramona,  Helen  Hunt  Jackson  ;  In  African  Forest  and  Jungle,  Du  Chaillu  ; 
Boys'  Life  of  Edison,  Meadowcraft ;  The  Jungle  Book,  Kipling. 

Eighth  Grade. 

The  Story  of  Hull  House,  Jane  Addams;  The  Children  of  the  Tenements, 
Jacob  Riis;  Men  of  Iron,  Howard  Pyle;  Last  Days  of  Pompeii,  Bulwer- 
Lytton ;  John  Halifax,  Gentleman,  Mulock ;  Things  a  Boy  Should  Know  About 
Wireless,  St.  John. 

Books  used  for  class  study  have  been  omitted  from  the  following  list.  Honors 
will  be  awarded  those  pupils  in  each  class  reading  and  reporting  upon  the 
greatest  number  of  these  books.  Not  more  than  one-half  of  the  books  read 
may  be  from  Division  VI.  After  the  three  recommended  books  from  the 
first  list  have  been  read,  any  of  the  others  on  that  list  will  count. 


I.  Invention  and  Science. 


Baker,  Ray  Stannard. 
Boys'  Book  of  Inventions. 


Maule,  Harry  E. 
Boys'  Book  of  New  Inventions. 


Black,  Alexander. 

Photographs,  Indoors  and  Out. 

Duncan,  F.  M. 
Seashore. 

Harpers'   (Publishers). 
Boys'  Book  of  Electricity. 

Holland,  R,  S. 
Historic  Inventions. 

Howden,  J.  R. 
Boys'  Book  of  Locomotives. 


Price,  Overton  W. 
The  Land  We  Live  In   (Boys'  Book 
of  Conservation). 

Simmonds,  Ralph. 
All  About  Airships    (All  About  Air- 
craft: new  &  rev.  ed..  Funk,  1916), 

Story,  Alfred  T. 
The  Story  of  Photography. 

Wheeler,  Francis  Rolt. 
Thos.  A.  Edison. 


II.  Animal  Stories. 


Atkinson,  Eleanor. 
Greyfriar's  Bobby. 


Jordan,  David  Starr. 
Story  of  a  Salmon. 


Baldwin,  James. 
The  Wonderbook  of  Horses. 

Burroughs,  John. 
Sharp  Eyes. 

Comstock,  John  H.  and  Anna  B. 
How  to  Know  Butterflies. 


Kipling,  Rudyard. 
Jungle  Books. 

London,  Jack. 
White  Fangs. 
Call  of  the  Wild. 

Miller,  Olive  Thorne. 
First  Book  of  Birds. 


28 


SAN   DIEGO   STATE  NORMAL   SCHOOI,. 


Culbertson,  Anne. 
At  the  Big  House. 

Dana,  Richard  K. 
The  Boy  with  the  U.  S.  Fisheries. 

Fox,  John,  Jr. 
The  Little  Shepherd  of 
Kingdom  Come. 

Harris,  Joel  Chandler. 
Uncle  Remus  Tales. 


Ollivant,  Alfred. 
Bob,  Son  of  Battle. 

Ouida   (De  la  Ramee,  L.). 
A  Dog  of  Flanders. 

Roberts,  Charles  G.  D. 
Red  Fox. 

Seton-Thompson,   Ernest. 
Wild  Animals  I  Have  Known. 


in.  TravEi,  AND  Adventure. 


Bacon,  Alice  M. 
Japanese  Girls  and  Women. 

Boyesen,  Hjalmar  Hjorth. 
Boyhood  in  Norway. 

Du  Chaillu,  Paul. 

Country  of  the  Dwarfs. 

Finnemore,  John. 
Peeps  at  Many  Lands. 

Grenfell,  J.  B. 
Dr.  Luke  of  the  Labrador. 

Hale,  E.  E. 
Stories  of  Discoveries  Told  by 
Discoverers. 

Higginson,  Col.  Thomas  W. 
Young  Folk's  Book  of  American 
Explorers. 

Hough,  Emerson. 

Story  of  the  Cowboy. 
Story  of  the  Indian. 

Hillegas,  Howard  C. 
Oom  Paul's  People. 

Ingersoll,  Ernest. 
The  Book  of  the  Ocean. 

Irving,  Washington. 
Fur  Traders  of  the  Colorado  River. 


Jackson,  Helen  Hunt. 

Father  Junipero  and  the  Mission 
Indians  of  California. 

Jenks,  Tudor. 

Boys'  Book  of  Explorations. 

Lee,  Yan  Phon. 
When  I  Was  a  Boy  in  China. 

Moffett,  Cleveland. 
Careers  of  Danger  and  Daring. 

Muir,  John. 
The  Mountains  of  California. 

Nansen,  Fridtjof. 
Farthest  North. 

Stanley,  Sir  Henry  Morton. 
Through  the  Dark  Continent. 
How  I  Found  Livingstone. 

Stratemeyer,  Edward. 
Dave  Porter  in  the  South  Seas. 

Twain,  Mark. 

Life  on  the  Mississippi. 
Innocents  Abroad. 


White,  S.  E. 
The  Riverman. 


SAN  DIEGO  STATE  NORMAI,  SCHOOf,. 


29 


IV.  Myths,  Legends,  Fancifui,  Taus,  Etc. 


Baldwin,  James. 
Story  of  Siegfried. 
Story  of  Roland. 

Barrie,  J.  M. 
The  Little  White  Bird. 

Boyesen,   Hjalmar  Hjorth. 
Norseland  Tales. 


Hawthorne,  Nathaniel. 
Wonderbook. 
The  Snow  Image. 
Tales  of  the  White  Hills. 
Great  Stone  Face. 

Holbrook,  Florence. 
Northland  Heroes. 


Brown,  Abbie  Farwell. 
Robin  Hood  and  His  Forest  Rangers. 


Howells,  William  Dean. 
The  Howell  Story  Book  (Scribners), 


Bulfinch,  Thomas. 
Legends  of  Charlemagne. 
Age  of  Fable. 
Age  of  Chivalry. 

Bunyan,  John. 
Pilgrim's  Progress. 

Butler,  Isabel. 
The  Song  of  Roland. 

Carroll,  Lewis. 

Alice's   Adventures  in   Wonderland. 
Through  the  Looking  Glass. 

Chapin,  Anna  Alice. 

Wonder  Tales  from  Wagner. 
Wotan,  Siegfried  and  Brunhilde. 
The  Story  of  the  Rhinegold. 

Child,  Clarence  G. 
Beowulf. 

Church,  Alfred  G. 
Heroes  of  Chivalry  and  Romance. 

Frost,  William  Henry. 
Knights  of  the  Round  Table. 
The  Court  of  King  Arthur. 

(luerber,  H.  A. 

Story  of  the  Greeks. 
Story  of  the  Romans. 
Myths  of  Greece  and  Rome. 
Legends  of  the  Middle  Ages. 
Legends  of  Switzerland. 


Irving,  Washington. 
The  Alhambra. 

Lamb,  Charles  and  Mary. 
Tales  from  Shakespeare. 

Lanier,  Sidney. 
Boys'  King  Arthur. 

Longfellow,  Henry  W. 
Hiawatha, 

McSpadden,  J.  W. 
Stories  from  Wagner. 

MacManus,  Seumas. 
In  Chimney  Corners. 
At  the  Bend  of  the  Road. 

Pyle,  Howard. 
Robin  Hood  Stories. 

Raspe,  Rudolph. 
Baron   Munchausen. 

Stockton,  Frank. 
Fanciful  Tales. 

Swift,  Jonathan. 
Gulliver's  Travels, 

Wilkins,  Mary  E, 
The  Pot  o'  Gold. 


3-4W4e 


30 


SAN   DIEGO   STATE  NORMAL   SCHOOL. 


V.  History  and  Biography. 


Abbott,  J.  S.  C. 
David  Crockett. 
Daniel  Boone. 
Kit  Carson  and  Others. 

Abbot,  Willis  J. 
Blue  Jackets  of  '61. 

Addams,  Jane. 
Twenty  Years  of  Hull  House. 

Barnes,  James. 
With  the  Flag  in  the  Channel. 
Midshipman  Farragut. 

Bishop,  J.  B. 
Panama  Gateway. 

Bolton,  Sarah  K. 
Famous  Gifts  and  Givers. 

Brad}^  Cyrus  Townsend. 
Indian  Fights  and  Fighters. 

Coffin,  Charles  C. 
Boys  of  76. 
Building  of  the  Nation. 

Comstock,  Harriet  T  . 
A  Boy  of  a  Thousand  Years  Ago. 

Ewing,  Juliana. 

Story  of  a  Short  Life. 

Fiske,  John. 
The  War  of  Independence. 


Johnson,  Rossiter. 
The  Hero  of  Manila. 

Keller,  Helen. 
Autobiography  (Story  of  My  Life). 

McLaren,  Barbara. 
Women  of  the  War. 

Monvel,  Boutet  de. 
Joan  of  Arc. 

Morris,  Charles. 

Heroes  of  Progress  in  America. 

Nicolay,  Helen. 
Boy's  Life  of  Lincoln. 

Page,  Thomas  Nelson. 
Robert  E.  Lee. 

Parkman,  Francis. 
The  Struggle  for  a  Continent 
(ed.  by  P.  Edgar). 

Richards,  Laura  E.    (Mrs.). 
Florence  Nightingale. 

Rideing,  W.   H. 

Boyhood  of  Famous  Authors. 

'  Riis,  Jacob. 

The  Making  of  an  American. 
Hero  Tales  of  the  Far  North. 
How  the  Other  Half  Lives. 


Franklin,  Benjamin. 
Autobiography. 

Frothingham,  Jessie  Peabody. 

Sea  Fighters  from  Drake  to  Peabody. 
Holland,  Rupert  Sargent. 

Historic  Boyhoods. 

Historic  Girlhoods. 

Jackson,  Helen  Hunt. 

Father  Junipero  and  the  Mission 
Indians  of  California. 


Seelye,  Elizabeth. 
Story  of  Columbus. 
Life  of  Washington. 

Twain,  Mark.    . 
Joan  of  Arc. 

Warner,  Chas.  Dudley. 
Being  a  Boy. 

Willard,  Frances. 

Nineteen  Beautiful  Years. 


Alcott,  Louisa  M. 
(Any  of  her  books.) 


SAN  DIECO  STATR   NORMAI,   SCHOOL. 

VI.  Fiction. 

Jewett,  Sarah  Ornc. 
Hetty  Leicester. 
The  White  Heron. 


31 


Alden,  W.  L. 

The  Cruise  of  the  Canoe  Club. 

Aklrich,  Thomas  Bailey. 
Story  of  a  Bad  Boy. 

Austin,  Mary. 

^  The  Basket  Woman. 

Blackmore,  R.  D. 
Lorna  Doone. 

Boniface,  J.  L. 
Picciola. 

Burnett,  Frances  Hodgson. 
Editha's  Burglar. 
Sara  Crewe. 
The  Dawn  of  a  Tomorrow. 

Churchill,  Winston. 
The  Crisis. 
Richard  Carvel. 

Cooper,  James  Fennimore. 
Leather  Stocking  Tales. 

Craik,  Dinah  Mulock. 
The  Little  Lame  Prince. 

Davis,  Richard  Harding. 
Stories  for  Boys. 
The  Bar  Sinister. 

Davis,  Wm.  Stearns. 
A  Victor  of  Salamis. 
A  Friend  of  Caesar. 

Defoe,  Daniel. 
Robinson  Crusoe. 


Johnson,  Owen. 
Varmint. 

Kingsley,  Charles. 
Westward  Ho! 

Kipling,  Rudyard. 
Wee  Willie  Winkie. 
Captains  Courageous. 
Jungle  Books. 
Kim. 

Lytton,  Bulwer. 

Last  Days  of  Pompeii. 

Martineau,  Harriet. 
Peasant  and  Prince. 

Mitchell,  Weir. 
Hugh  Wynne. 

Montgomery,  L.  M. 
Anne  of  Green  Gables. 

Ouida    (De  la  Ramee,  L.). 
The  Nurnberg  Stove. 

Porter,  Gene  Stratton. 
Freckles. 
Michael  O'Halloran. 

Porter,  Jane. 
Thaddeus  of  Warsaw. 
Scottish  Chiefs. 

Rice,  Alice  Hegan. 

Mrs.  Wiggs  of  the  Cabbage  Patch 

Scott,  Sir  Walter. 
Quentin  Durward. 
Ivanhoe. 
The  Talisman. 


32 


SAN   DIEGO   STATE  NORMAL   SCHOOI,. 


Dickens,  Charles. 
David  Copperfield. 

Dodge,  Mary  Mapes. 
Hans  Brinker. 

Dumas,  Alexander. 
The  Count  of  Monte  Cristo. 
The  Man  in  the  Iron  Mask. 
The  Three  Guardsmen. 

Eggleston,  Edward. 
The  Hoosier  Schoolmaster. 
The  Hoosier  Schoolboy. 

Gilder,  Jeanette. 

•    Autobiography  of  a  Tomboy. 

Grant,  Robert. 
Jack  Hall,  or  the  Schooldays  of  an 
American  Lad. 

Holland,  J.  G. 
Arthur  Bonnicastle. 
Seven  Oaks. 


Stevenson,  Robert  Louis. 
Kidnapped. 
The  Black  Arrow. 
Prince  Otto. 

Tarkington,  Booth. 
Penrod. 

Trowbridge,  J.  T. 
Cudjo's  Cave. 

Twain,  Mark. 
Tom  Sawyer. 
Huckleberry  Finn. 
The  Prince  and  the  Pauper. 

Wallace,  Lew. 
Ben  Hur. 

Wiggin,  Kate  Douglas. 
Rebecca  of  Sunnybrook  Farm. 

White,  Stewart  Edward. 
Gold. 
The  Blazed  Trail. 


Short  stories  by  Tolstoi,  Kipling,  Poe,  Hawthorne,  Van  Dyke,  Stockton,  etc. 


GENERAL   DIRECTIONS   FOR  READING   FICTION. 

(Adapted,  slightly  modified,  for  Biography  and  Narrative  Poems  ) 

1.  Who. 

a.  Be  able  to  tell  interesting  things  about  the  author. 

b.  Name  the  principal  characters  in  order  of  their  importance.     H  there  is  a 

hero  or  heroine,  tell  who  it  is. 

c.  Describe  the  appearance  and  character  of  the  principal  personages. 

2.  When. 

a.  If  story  has  a  time  setting,  give  it.     Over  how  long  a  period  does  the  story 

extend  ? 

b.  If  story  is  independent  of  time  (could  have  happened  at  any  time),  why  do 

you  think  the  author  made  it  so? 

3.  Where. 

If  story  has  place   setting,  give  it.     Does  it  change,  one  part  of  the  story 
occurring  in  one  place  and  another  part  in  another  place? 

4.  What. 

Be  able  to  tell  the  story  simply  and  briefly. 


SAN  DIECO  STATlv  NORMA!,  SCHOOL.  33 

5.  IVhy. 

a.  Does  the  author  seem  to  have  had  a  purpose  in  writing  the  story?     If  so, 

what?  (Every  piece  of  literature  either  makes  us  know  something, 
makes  us  feel  in  some  way,  or  makes  us  determine  to  do  something.  It 
may  do  all  three,  but  one  of  these  purposes  is  always  strongest.) 

6.  How. 

a.  In  what  does  the  author  excel?  Does  he  describe  persons  better  than 
places  or  places  better  than  persons?  Is  he  especially  strong  in  descrip- 
tion, or  in  narration?     (Narration  means  action,  movement.) 

b.  What  kind  of  language  does  the  author  use?     (Simple,  easily  understood, 

or  difficult.     Beautiful,  artistic,  poetic,  harsh,  ugly,  or  commonplace.) 

c.  Where  is  the  climax  in  the  story? 

d.  Which  have  you  the  greater  interest  in,  what  happens  or  how  the  characters 

think  and  feel? 

Bibliography  of  Pedagogy  of  Literature  and  Reading. 

Literature   and    Life J.  Rose  Colby — Houghton-Mifflin  Co. 

Literature  in  the  Elementary  School— -Porter  Lander  McClintock — University  of 

Chicago  Press. 

The  Teaching  of  English Percival  Chubb — Macmillans. 

The  Teaching  of  English Carpenter,  Baker,  and  Scott — Longmans, 

Green  &  Co. 

Great  Books  as  Life's  Teachers N.  Dwight  Hillis— F.  H.  Revell. 

Special   Method  in  Reading  of  English 

Classics   Chas.   McMurry — Macmillans. 

Teaching  Children  to  Read Paul  Klapper— D.  C.  Appleton  &  Co. 

Interpretation  of  the  Printed  Page S.  H.  Clark— Row,  Peterson  &  Co. 

Psychology  and  Pedagogy  of  Reading— E.  B.  Huey — Macmillans. 
Francis  Parker  School  Year  Books. 


34  SAN   DIEIGO   STATe   NORMAIv   SCHOOI,. 


LANGUAGE. 

IRVING  E.  OUTCALT,   Head  Department  of  English,  and 
GERTRUDE    SUMPTION    BELL,    Assistant   Director   of   Education. 

General  Principles  and  Aims. 

"Functional"  English  for  the  Elementary  School : 

The  results  achieved  by  the  "language"  class  or  department  are  notoriously  less 
satisfactory  to  its  teachers  and  to  the  school  in  general  than  those  of  any  other 
class  or  department.  This  is  partly  because  the  control  of  the  subject  can  not  be 
completely  departmentalized.  It  sometimes  seems  as  if  the  "English"  classes  had 
been  devised  to  relieve  other  classes  of  responsibility  for  supervision  of  the  oral 
and  written  expression  of  the  pupils,  the  apparent  assumption  being  that  "English" 
instruction  is  susceptible  to  the  same  exclusive  control  as  instruction  in  geography 
or  arithmetic. 

This  assumption  is  obviously  unwarranted.  A  vernacular  is  acquired  by  imita- 
tion and  use,  and  the  process  goes  forward  in  one  class  as  well  as  in  another,  out 
of  school  as  well  as  in  school ;  since  the  same  language  is  everywhere  the  medium 
of  communication.  The  "language"  class  is  constantly  being  credited  with  an 
authority  which  it  can  not  exercise  and  burdened  with  a  responsibility  which  it 
can  not  discharge.  Many  a  thoughtful  teacher  has  seriously  questioned  whether 
it  would  not  be  better  to  abolish  the  special  "language"  class  or  department,  in 
0!"der  that  the  responsibility  of  the  entire  school  for  guidance  in  the  mastery  of  the 
vernacular  might  be  clearly  established. 

Be  that  as  it  may,  the  "language"  class  in  the  elementary  school,  if  not  in  the 
high  school,  can  best  justify  its  separate  existence  by  becoming  a  special  agency 
for  the  promotion  of  what  we  may  call  "functional"  English;  but  it  should  not 
permit  its  activity  or  effectiveness  to  relieve  any  other  department  or  class  of 
responsibility  for  the  same  subject. 

By  the  time  the  child  enters  school,  he  has  already  made  great  progress  in  the 
mastery  of  his  vernacular.  He  has  learned  by  the  natural  method,  imitation,  and 
has  been  assisted  over  immediate  difficulties  by  the  apt,  if  not  scientific,  pedagogy 
of  parents  and  playmates.  The  effectiveness  of  this  course  of  training  is  not  sur- 
prising when  we  reflect  that  the  final  arbiter  of  the  vernacular  is  always  usage. 

There  is  no  reason  why  the  method  should  be  changed.  The  school  takes  its 
place  in  the  child's  environment.  It  surrounds  him  with  interesting  material  and 
deals  with  it  in  ways  and  under  circumstances  which  emphasize  the  need  for 
expression.  Its  equipment  is  particularly  rich  in  facilities  for  supplying  the  requi- 
site words  and  in  models  of  correct  usage.  The  effectiveness  of  the  imitative 
method  should  be  greatly  enhanced  by  the  conditions  which  prevail  in  the  school. 

Since  usage  provides  the  standard  and  since  the  child  carries  his  experiments 
with  language  into  all  his  activities,  it  is  clear  that  guidance  can  not  be  left  exclu- 
sively to  any  department  or  class,  or  even  to  the  school  as  a  whole.  Wherever 
expression  is  evoked  by  an  occasion  or  by  interest  in  a  concrete  object,  there  the 
conditions  necessary  to  progress  in  the  vital  mastery  of  the  vernacular  are  present. 
The  needed  words  are  likely  to  be  nearest  at  hand;  the  desire  for  accuracy,  ade- 
quacy, and  appropriateness  in  the  expression  is  likely  to  be  keenest.  Only  with  a 
few  of  the  mechanical  accessories  to  expression,  such  as  spelling  and  pronunciation, 
can  there  be  profit  in  the  kind  of  drill  that  might  be  fitly  assigned  to  a  particular 
hour  or  teacher.  The  best  work  that  a  "language"  class  can  do  must  be  tested 
elsewhere,  in  the  use  of  language  for  the  expression  of  ideas  for  a  genuine  purpose. 


SAN    DIEGO   STATE   NORMAL   SCHOOL.  35 

No  language  class  can  determine,  within  itself,  the  efficacy  of  its  instruction, 
nor  can  such  a  class  establish  the  speech  of  its  members.  The  pupils  go  to  other 
classes,  they  play  on  the  school  grounds  or  in  the  street,  they  spend  much  of  their 
time  at  home ;  and  everywhere  they  use  their  vernacular,  adding  to  its  scope  and 
variety  and  establishing  habits.  Moreover,  habit  formation  in  speech  proceeds 
more  rapidly,  to  the  degree  that  interest  is  centered  in  things  (ideas)  for  them- 
selves, rather  than  in  language  for  itself. 

Every  department  of  the  school  is  dependent  upon  speech  for  its  own  effective- 
ness. We  do  not,  therefore,  conclude  that  the  history  class  should  be  transformed 
into  an  "English"  class;  but  the  history  class  must  use  the  English  language,  not 
,;  slovenly,  makeshift  approximation  to  it.  The  attributes  of  a  perfect  medium  of 
communication  are  needed,  in  the  interest  of  an  effective  mastery  of  the  material 
nf  history.  The  teacher  should  consider  that,  to  adapt  a  French  dictum,  "if  it  is 
iu)t  clear,  it  is  not  English,"  and,  moreover,  that  it  is  not  history. 

The  "English"  class,  or  department,  has  one  advantage,  however,  in  its  oppor- 
tunity to  make  use  of  the  extra-school,  unacademic  interests  and  activities  of  the 
pupils.  It  has  access  to  a  wide  variety  of  material  about  which  it  is  important  that 
children  should  be  encouraged  to  speak  and  write,  under  supervision,  and  in  which 
teachers  may  well  interest  themselves,  in  order  that  they  may  bridge  the  gap 
between  school  and  life  and  make  expression  more  immediately  vital. 

The  most  fruitful  teaching  of  language,  then,  is  possible  only  in  circumstances 
which  demand  accuracy,  adequacy  and  appropriateness  in  language  because  of 
respect  for  the  material  which  is  to  be  communicated.  It  matters  little  whether 
the  work  be  designated  "English"  or  "geography"  or  "arithmetic."  A  class  which 
does  not,  consciously  or  unconsciously,  promote  effectiveness  in  the  use  of  language 
can  not  be  doing  justice  to  any  subject  upon  which  it  may  be  engaged.  On  the 
other  hand,  a  class  which  labors  upon  expression  as  an  end  in  itself  has  a  harder 
task  than  that  of  the  Israelites  under  their  Egyptian  taskmasters ;  for  it  is  trying 
to  make  bricks  out  of  nothing  but  straw. 

"Functional"  English  tries  to  face  the  problem  candidly,  and  refuses  to  treat  the 
language  as  itself  an  object  of  study  in  the  elementary  school.  It  repudiates  the 
assumption  that  instruction  in  language  can  be  relegated  to  a  special  department 
or  class,  since  the  usage  which  determines  speech  can  not  itself  be  determined  by 
any  academic  authority.  English  usage  is  particularly  arbitrary,  not  amenable  to 
those  classifications  and  not  exhibiting  those  orderly  sequences  which  give  delight 
to  the  grammarian.  Such  generalizations  as  can  be  made  are  of  very  little  assist- 
ance in  furthering  the  mastery  of  a  vernacular  that  is  pressing  in  from  all  sides 
with  peremptory  examples.  Indeed,  they  are  more  likely  to  be  impediments,  if 
they  are  taken  seriously.  They  may  be  very  helpful  in  the  interpretation  of  the 
phenomena  of  language,  when  these  are  questioned  for  light  upon  human  psychol- 
ogy or  linguistic  evolution,  but  that  is  a  different  matter. 

There  is  no  adequate  justification  for  the  stud}',  in  the  elementary  school,  of  any- 
thing that  can  rightly  be  called  "English  grammar."  Where  our  usage  exhibits 
uniformity  or  system,  as  in  regular  plurals  and  the  past  tense  of  weak  verbs,  the 
child  has  already  caught  the  trick  of  it.  Where  system  is  practically  nonexistent, 
as  in  pronouns,  strong  verbs,  and  irregular  plurals,  the  ipse  dixit  of  usage  is  final. 
These  irregular  forms  have  been  called  into  use  by  the  child  in  its  earliest  efforts 
to  speak.  They  are  generally  the  commonest  and  most  necessary  words  in  the 
language;  in  fact,  they  owe  the  persistence  of  their  irregularities  chiefly  to  their 
universal  familiarity  and  homeliness,  and  are,  therefore,  most  safely  and  inevitably 
referred  to  everyday  usage,  rather  than  to  any  sort  of  system.  The  vestiges  of 
ancient   inflections   still   to   be   deciphered   in  these   apparently  lawless   forms   are 


36  SAN   DIEGO   STATE   NORMAI,   SCHOOI/. 

interesting  to  the  etymologist  or  historian,  but  can  mean  nothing  helpful  to  the 
child,  whose  only  interest  in  words  rises  from  his  imperative  desire  to  make  him- 
self understood. 

"Functional"  English  recognizes  the  fact  that  our  language  is  still  alive  and 
growing,  and  that  the  growth  is  from  within,  directed  by  the  nature  of  the  material 
which  rises  to  demand  expression.  It  refuses  to  assume  that  present  forms  are 
final.  It  does  not  regard  rigid  standardization  as  possible  or  even  desirable.  It 
considers  that  a  language  that  has  ceased  to  grow — that  is,  to  change — has  ceased 
to  live.  It  contemplates  a  living  language  as  a  medium  which  must  develop  as  the 
thoughts  of  men  are  widened,  and  expects  it  to  grow  in  grace  or  to  deteriorate  as 
the  ideas  of  the  men  who  use  it  become  more  or  less  worthy.  It  insists  that  the 
preservation  of  a  language  in  health  and  vigor  depends  not  upon  the  watchfulness 
and  diligence  of  linguistic  purists  and  specialists,  but  upon  the  spiritual  health  and 
vigor  of  the  people  who  use  that  language  from  day  to  day  as  a  medium  for  the 
communication  of  their  thoughts  and  feelings. 

The  school  should  regard  as  mischievous  any  form  of  instruction  that  would 
present  mere  facility  in  the  use  of  language  as  a  thing  of  importance;  but  it  is  the 
business  of  the  school  to  enrich  and  inspire  the  lives  of  children  and  at  the  same 
time  to  lead  them  to  adequate  self-expression  through  the  common  speech  of  man. 

COMPOSITION. 

The  expressive  side  of  the  English  problem  consists  in  leading  a  child,  inex- 
pressive, almost  inarticulate  at  times,  with  a  meager  and  inaccurate  vocabulary, 
with  environment  constantly  pulling  the  standard  down,  through  natural  social 
relationships,  interest  in  facts  and  skills  which  he  is  acquiring,  to  think  clearly 
and  to  acquire  a  degree  of  freedom  in  expressing  himself  which  is  adequate  to  his 
life  needs.  Since  skill  in  speech  is  the  end,  all  the  laws  of  habit  formation  arc 
guiding  principles. 

The  child  gains  skill  in  expression  only  as  a  result  of  using  language  for  a 
sincere  purpose.  Growing  out  of  the  work  of  the  school  in  all  its  phases  there 
are  so  many  genuine,  urgent  needs  for  saying  and  writing  things  that  the  skillful, 
alert  teacher  of  composition,  watchful  of  the  children  and  their  varied  activities, 
is  fairly  overwhelmed  with  their  number.  From  these  she  chooses  the  best  for 
her  purpose  and  aids  the  children  in  expressing  effectively  what  they  have  a  real 
need  for  expressing. 

In  the  first  six  grades,  in  so  far  as  possible,  the  child  should  have  his  mind  upon 
purpose  and  content  and  not  upon  form.  Discriminative  observation,  clear  thinking 
and  sincere  effort  to  make  another  understand  should  be  uppermost.  The  teacher's 
task  is  to  present  only  correct  language  forms,  prevent  errors,  and,  when  errors  do 
occur,  to  substitute  the  correct  form  with  as  little  shifting  of  attention  from  con- 
tent to  form  as  possible.  Every  legitimate  device  should  be  used  to  secure 
imitation  of  good  models  and  frequent  repetition  of  correct  forms  until  they  feel 
right.  The  utilization  of  the  most  vital  and  most  interesting  activities  of  the 
child's  school  life  leads  to  the  most  sincere  language  work. 

In  the  seventh  and  eighth  grades  the  additional  problem  of  meeting  the  child's 
increasing  power  of  self-direction  and  his  tendency  to  be  reflective  modifies  pro- 
cedure. We  now  need  to  make  him  conscious  of  his  errors  as  such,  and  to  awaken 
a  sincere  desire  to  acquire  better  speech  habits.  He  now  asks,  "How  may  I  know 
which  is  right?"  Therefore,  he  needs  such  grammar  as  really  functions  in  helping 
him  to  better  expression. 

Oral  composition  has  the  right  of  way  throughout  school,  as  it  does  in  life.  We 
speak  a  thousand  times  oftener  than  we  write.    All  the  child's  oral  speech  in  all 


SAN   DIKGO  STATfi  NORMAL  SCHOOI..  37 

recitations  and  on  playgrounds  should  be  carefully  watched,  and  the  most  kindly, 
vmpathetic  spirit  of  mutual  helpfulness  in  improving  speech  should  dominate  the 
>chool,  so  that  a  general  sensitiveness  to  error  and  an  appreciation  for  the  word 
"fitly  spoken"  becomes  manifest.  Teachers  and  pupils  alike  need  much  higher 
standards  of  oral  speech  than  those  prevailing  now. 

As  the  need  for  writing  comes  relatively  late,  so  written  composition  has  a  very 
slight  place  in  the  lower  grades.  Little  by  little,  as  real  needs  arise  for  recording 
or  communicating,  the  child  acquires  such  written  forms  as  meet  these  needs. 
IVinciples  of  habit  formation  guide  procedure  here.  Drills  upon  forms  which 
children  feel  a  need  for  function  and  are  interesting. 

The  child  is  brought  to  a  realization  of  his  need  of  guidance  and  help  when  he 
has  something  worth  saying  and  a  real  desire  to  express  it  to  someone  for  the 
purpose  of  making  him  know  or  feel  or  do.  Then,  in  order  to  accomplish  this 
purpose  effectively,  the  pupil  gladly  works  over  his  expression  until  it  is  the  best 
he  can  make  it.  In  so  doing  he  acquires  language  skill.  A  project  may  illustrate 
what  can  be  done. 

A  class  of  seventh  grade  boys  studying  the  early  history  of  California  became 
interested  in  the  missions.  In  geography  they  studied  the  physical  conditions  of 
southern  California  in  relation  to  the  needs  of  the  early  missionaries,  made  relief 
maps  of  El  Camino  Real,  locating  missions  upon  it,  etc.  In  "industrial  arts"  each 
hoy  chose  a  mission  and  spent  weeks  in  constructing  a  satisfactory  model  repro- 
ducing its  essential  features.  In  "literature"  each  boy  read  all  available  material 
on  his  mission  from  our  own  and  the  city  library.  Extensive  use  of  cyclopedias, 
dictionaries,  reference  books  of  all  kinds,  indexes  and  tables  of  contents  was 
involved.  In  "language"  the  notes  taken  while  doing  this  reading  were  organized, 
and  a  coherent  account  of  each  mission  was  written.  The  following  term  the  same 
class  typed  these  accounts  in  good  form.  A  term  later,  in  the  printing  class,  the 
children  printed  this  material  in  the  form  of  a  book,  and  in  the  industrial  arts 
class  bound  it. 


LANGUAGE  IN  THE  LOWER  GRADES. 

CAROLINE  I.  TOWNSEND,  Assistant  Director  of  Education. 

Purpose  of  the  Work. 

I.  To  help  the  children  into  possession  of  the  power  to  express  themselves  cred- 
itably, orally  and  in  v^rriting: 

1.  By  making  every  lesson  during  the  day  incidentally  a  language  lesson, — 

i.  e.,  by  noting  carefully  mistakes  in  English  and  correcting  them,  with 
attention  given  to  training  in  organized  thinking  in  connection  with 
every  subject. 

2.  By  utilizing  the  natural  opportunities  for  real  self-expression  and  commu- 

nication that  grow  out  of  the  life  of  the  school,  home  or  community. 

3.  By  protecting  the  children  against  the  demand  for  talking  or  writing 

merely  as  a  class  exercise. 

4.  By  recognizing  the  limitations  of  children  of  primary  age,  i.  e., — 

(a)   Stressing  composite  group  work  both  oral  and  written; 

{h)   Limiting  the  amount  of  individual  work  to  something  within  the 

power  of  the  individual. 

5.  By  stressing  a  few  definite,  formal  points  in  each  grade. 


38  SAN   DIEGO   STATE   NORMAL   SCHOOL. 

Outline  of  the  Course  in  Language. 
Grade  I. 

Oral  language. 

1.  Retell  stories  in  part  and  whole. 

2.  Dramatize  stories:  Informal  dramatization  growing  out  of  the  work  in 

history  and  literature. 

3.  Records  of  group  experiences : 

Nature  study  excursions,  school  gardens,  sand-table  problems  relating 
to  history  and  literature,  primitive  life  dramatized  and  worked  out  indus- 
trially, all  furnish  illustration  for  these  records.  They  are  contributed 
compositely  by  the  group,  written  upon  the  board  by  the  teacher,  and,  if 
possible,  are  returned  to  the  group  for  reading  material  after  being 
printed  in  the  school  print  shop. 

4.  Original  stories  suggested  by  a  picture. 

Written  language, 

1.  One-word  labels  written  by  the  children  where  the  need  for  words  is  felt : 

a.  For  pictures  of  the  child's   making  which   tell   the   story  of  some 

school  activity ; 

b.  For  scrap-books ; 

c.  For  weather,  flower,  bird  charts ; 

d.  In  explanation  of  a  sand-table  problem ; 
c.  Child's  own  name  to  identify  his  work. 

2.  Very  simple  records,  not  more  than  one  sentence  each  in  length,  pertain- 

ing to  the  life  of  the  school, — an  explanation  of  some  group  experience. 

3.  A  letter  of  appreciation  or  invitation,  one  sentence  in  length. 

Grade  II. 
Oral  language. 

1.  Retelling  and  dramatizing  of  stories. 

2.  Composite  records  of  group  experiences.     (See  Grade  I.) 

3.  Original  prose  riddles. 

These  may  be  short  descriptions  of  tame  or  wild  animals,  wild  flowers, 
garden  flowers,  birds,  something  that  lives  in  the  sea,  on  the  desert, 
underground, — showing  reaction  to  interest  in  nature  study,  geography 
or  some  other  phase  of  school  activity. 

The  prose  riddles  may  be  worked  out  compositely  or  individually  by 
one  group  for  another  group  to  guess.  The  group  problem  would  be  to 
think  out  characteristic  traits,  distinctive  marks  of  appearance,  etc.,  and 
to  follow  a  definite  outline  such  as :  "where  it  lives" ;  "how  it  looks" ; 
"what  it  does." 

4.  Imaginary  situations. 

If  a  fairy  should  grant  you  three  wishes. 

If  you  could  do  just  as  you  pleased  on  Saturday. 

If  you  should  get  lost  down  town. 

5.  How  to  make  something. 

Children  tell  of  home  activities, — i.  e-.,  toys  made,  something  cooked, 
home  gardens. 

6.  Habits  of  home  pets.     How  to  care  for  these  pets. 


SAN   DIEGO   STATE  NORMAF.   SCHOOL.  39 

Written  language. 

1.  Records  or  explanations  of  group  experiences.     (See  Grade  1.) 

Records  for  this  grade  arc  limited  to  two  sentences.  They  may  take 
the  form  of  a  diary  reporting  progress  on  a  group  project. 

2.  Letters,  children  given  the  salutation  and  closing: 

a.  To  absent  children. 

b.  To  a  similar  group  in  another  school. 

c.  To  personal  friends  or  relatives. 

The  "quantity  problem"  may  be  solved  by  having  the  group  decide  on 
some  one  thing  to  write  about, — /.  c,  "What  we  are  studying  in  history." 
"What  we  are  reading."     "The  new  game  we  learned  to  play." 

d.  Invitations  and  letters  of  appreciation  when  the  need  demands. 

Formal  points  stressed  in  this  grade. 
Capitalization : 

Beginning  of  sentence. 

Pronoun  "I." 

Persons  and  places. 

Days  of  the  week. 
Punctuation. 

Period  at  the  end  of  a  sentence. 

Interrogation  point. 

Grade  III. 
Oral  language. 

1.  Retelling  and  dramatizing  of  stories. 

2.  Original  stories. 

Composite  work  at  first, — i.  c,  a  new  "Mother  West  Wind"  story, 
after  one  or  two  of  the  Thornton  Burgess  books  have  been  read. 

3.  Charades. 

These  may  be  thought  out  compositely  by  the  group  and  written  upon 
the  board  in  dramatic  form  by  the  teacher. 
Group  problem: 
a.  To  choose  a  compound  word  or  a  word  of  two  syllables,  such  as 

undertake,  seaweed,  reindeer. 
h.  To  think  out  three  scenes,  stating,  if  necessary,  the  time,  place  and 
characters. 

c.  To  use  the  first  part  of  the  word  in  the  first  scene,  the  second  part 

in  the  second  scene,  and  the  whole  word  in  the  last  scene. 

d.  To  limit  each  "scene"  to  as  few  words  as  possible.     If  the  word 

seems  obscure  bring  it  in  more  than  once,  or  possibly  emphasize 
it  vocally. 

4.  Records. 

Composite  records  of  school  experiences.  These  records  may  be 
printed  in  the  school  print  shop  and  combined  in  books,  bound  and 
illustrated  by  the  children.  The  geography  and  history  for  this  grade 
furnish  fine  inspiration  for  the  work, — i.  e.\  1.  A  series  of  five  or  six 
records  growing  out  of  study  of  life  among  the  Eskimos,  Japanese,  or 
Mexicans, — the  climate,  homes,  dress,  food,  games.  2.  See  "Third 
Grade  Project,"  page  144. 


40  SAN   mmo  STATH  NOKMAI,   SCHOOI,. 

Written  language. 

1.  Letters  and  invitations: 

To  absent  children;  to  groups  in  other  localities;  to  personal  friends 
and  relatives  of  the  individual.     Quantity  limited  as  in  Grade  II. 

2.  Diaries.     See  Grade  II  under  "Written  language." 

3.  Original  rhyme  riddles. 

The  nursery  rhyme  riddles  enjoyed  in  the  first  two  grades  furnish  back- 
ground for  this  work.  These  riddles  may  reflect  any  work  in  which  the 
group  is  interested,  the  nature  study  furnishing  rich  material. 

Among  the   simplest   subjects   for   rhyme   riddles   worked   out  in   the 
training  school  were  those  suggesting  a  character  in  Mother  Goose,  a 
third  grade  problem  presented  by  them  to  the  first  grade. 
Group  problem : 
To  make  riddles  about  characters  in  Mother  Goose. 
To  make  each  riddle  two  lines  long. 
To  tell  about  the  character  without  using  his  name. 
To  make  the  lines  "sing"  alike. 

4.  Original  rhymes. 

1.  A  four-line  stanza  fashioned  after  "A  Boy's  Song,"  but  descriptive 

of  California  life. 

2.  Verses   fashioned  after   Christina  Rossetti's  "What   Is   Pink?",  but 

applicable  to  this  part  of  the  country, — a  third  grade  project  for 
the  first  grade. 

3.  A  jingle  for  a  Christmas  card,  valentine  or  birthday  greeting. 

5.  Records. 

Brief  individual  records  of  school  experiences  much  shorter  than  those 
worked  out  compositely.     See  "Oral  Language"  for  this  grade. 

Formal  points  emphasized. 
Capitalization. 

Beginning  of  sentence. 

Every  line  of  poetry. 

Proper  names. 

Days  of  week,  months,  holidays. 

Child's  own  address,  including  punctuation  marks  involved. 

How  to  address  an  envelope. 
Punctuation. 

Period  and  interrogation  point  at  end  of  sentence. 

Abbreviations,  such  as, — Mr.,  Mrs.,  Calif. 
Homonyms. 

Such  as, — their,  there;  hear,  here. 
Indentions  and  margins. 

Grade  IV. 
Oral  language. 

1.  Retelling  and  dramatizing  of  stories. 

2.  Individual   reports   to   the  group   on   silent   reading   relating  to   history, 

geography,  nature  study  or  any  other  phases  of  school  activity. 

3.  Individual  reports  to  the  group  on  story  books  read  at  home  or  as  extra 

reading  in  school. 

4.  Individual  or  composite  reports  of  projects  worked  out  by  the  individual 

or  the  group.    These  may  be  given  for  the  benefit  of  the  Friday  assem- 
bly, meeting  of  parents  or  other  group. 


SAN  DIEGO  STATE  NORMAL  SCHOOI,.  41 

5.  Original  fables,  after  the  spirit  and  form  of  some  of  the  old  fables  have 

been  studied. 

6.  Original  stories  centering  around  some  hero  used  for  class  study, — i.  e., 

a  new  story  of  St.  Francis. 

7.  The  dramatization  of  these  original  stories. 

8.  Original  dialogues  suggested  by  a  picture. 

9.  Original  dialogues  suggested  by  an  imaginary  situation, — i.  e.,  "John's 

mother  sent  him  to  the  store  to  buy  a  loaf  of  bread.    He  came  home 
with  sugar  cookies." 
10.  Superlative  situations. 

"The  happiest  birthday  I  ever  had." 
"The  j oiliest  ride  I  ever  took." 

Written  language. 

1.  Friendly  letters,  with  date.     (Limited  in  quantity.) 

2.  Business  letters,  when  the  need  demands. 

3.  Invitations. 

4.  "5,"  "6,"  "9,"  "10,"  "11,"  under  "Oral  language,"  may  carry  over  into  the 

written  work. 

5.  Diaries,  recording  nature  study  excursions,  the  growth  of  gardens  or 

pets,   the   coming  of   California   wild   flowers,  the  study   of  birds  of 
California. 

6.  The  end  of  an  original  story  after  the  first  part  has  been  read  by  the 

group.     Problem :  Each   child  to  finish   it,   in  his   own  way,  using  as 
few  sentences  as  possible. 

7.  Original  verses  and  rhyme  riddles: 

a.  See  suggestions  for  third  grade. 

h.  About  California  birds  or  wild  and  garden  flowers  studied  in  this 

grade. 
c.  A  new  "Goop"  rhyme. 

8.  Records  explaining  how  group  or  individual  projects  were  carried  out. 

In  group  problems,  this  would  be  composite  work,  compiled  in  book 
form,  illustrated  and  bound  by  the  children. 

Formal  points  emphasized : 

1.  Review  of  work  in  third  grade. 

2.  Capitalization. 

Titles  of  books,  poems,  stories. 

3.  Punctuation. 

Comma  in  a  series  and  after  names  used  in  direct  address. 
Comma  after  "yes"  and  "no." 
Apostrophe  in  singular  possessives. 
Quotation  marks  in  unbroken  quotations. 

4.  Common  and  needed  homonyms. 

5.  Stricter  attention  to  margins  and  indention. 

Bibliography  on  the  Teaching  of  Language. 
Campagnac:  Teaching  of  Composition.     Houghton-Mifflin  Co. 
Cooley :  Language  Teaching  in  the  Grades.     Houghton-Mifflin  Co. 
Gesell :  The  Normal  Child  and  Primary  Education.     Ginn  &  Co. 


42  SAN   DIEGO   STATE   NORMA!,    SCHOOL.     . 

LANGUAGE  IN  THE  UPPER  GRADES. 
Fifth  Grade. 

FLORENCE    L.    SMITH,    Class    Supervisor,    Training    School. 

The  language  needs  of  the  child  of  fifth  grade  school  age  appear  chiefly  in 
connection  with  school  activities  and  the  content  subjects  of  the  elementary  school 
curriculum.  In  the  ''language  period,"  conscious,  definite  help  is  given  to  him  in 
meeting  these  needs.  Letter  writing,  making  records,  books,  newspaper,  etc., 
motivate  written  language,  and  every  lesson  is  a  lesson  in  oral  English. 

Word  study  leads  to  familiarity  with  the  literal  meaning  of  a  number  of  the 
roots  which  recur  oftenest,  and  of  the  commonest  prefixes  and  suffixes.  Rules  for 
spelling  (two  or  three)  which  are  most  practical  are  developed,  and  are  applied 
until  their  observance  becomes  habitual. 

Sixth  Grade. 

ALICE   GREER,    Class    Supervisor,   Training    School. 

The  problem  is  practically  the  same  as  in  the  preceding  grade,  with  a  higher 
standard  for  both  oral  and  written  speech.  Greater  skill  in  using  the  dictionary 
and  other  reference  books  is  aimed  at. 

A  study  is  made  of  a  daily  newspaper  as  to  what  it  contains,  how  it  is  made, 
how  news  is  collected,  how  the  staff  is  organized,  etc.  The  class  is  organized  as 
a  newspaper  staffs,  each  pupil  studying  his  own  duties,  and  trying  to  discharge  them 
as  the  class  makes  up  a  newspaper,  or,  rather,  a  school  paper  which  is  printed  near 
the  close  of  the  school  year.  This  problem  motivates  a  great  deal  of  work,  not 
only  in  this  class  but  throughout  the  school. 

Spelling  and  word  study  follow  the  lines  suggested  above. 

Seventh  and  Eighth  Grades. 

GERTRUDE    SUMPTION    BELL,    Class    Supervisor. 
1.  Letter  writing. 

(a)  To  children  in  all  parts  of  United  States. 

(From  three  to  eight  letters  exchanged.) 

(b)  To  missionaries  in  China  and  India  known  to  the  teacher, 

(c)  To  members  of  the  faculty  absent  on  leave. 

(d)  To  former  student  teachers  in  army  and  navy. 

(e)  To  publishers,  etc.,  for  information,  material,  etc. 

(/)   To  an  author,  expressing  appreciation  of  his  book  and  inviting  him  to 

visit  the  school. 
(g)  To  parents,  inviting  them  to  Parents'  Meetings. 

2    Book  making  (either  as  gifts  to  the  teacher  or  for  the  Training  School  library 
for  use  of  the  children), 
(a)   Original  stories  for  lower  grades. 
(h)  Original  stories  suggested  by  Poe's  Devil  in  the  Belfry. 

(c)  Original  poems  and  stories  suggested  by  Why  the  Chimes  Rang. 

(d)  The  missions. 

(e)  History  of  the  EngHsh  language. 
(/)  Accounts  of  excursions. 

(g)  Dramatizations. 

(h)  Roosevelt  Memorial. 


SAN   DIEGO  STATE  NORMAL   SCHOOL.  43 

3.  Programs  for  training  school  assemblies. 

(a)  Dramatizations  from  literature. 

(b)  Four-minute  speeches. 

(c)  Thrift  Stamp  speeches. 

(d)  Liberty  Bonds  drive. 

(e)  Junior  Red  Cross  appeals. 
(0   "Better  English"  drive. 
(g)  Celebrations  of  birthdays. 
(It)   Memorial  for  Roosevelt. 

4.  School  newspaper. 

(a)  News. 

(b)  Original  stories  and  poems. 

(c)  Accounts  of  school  activities. 

a.  Red  Cross  work. 

b.  Parties. 

c.  Assemblies. 

d.  Moving  pictures. 

e.  Lectures. 

5.  Extended  projects. 

(a)  Newspapers. 

(b)  California  missions. 

(c)  Book  making, 

(d)  Pageant  on  growth  in  freedom. 

6.  Games  and  drills  to  secure  specific  skills  or  to  extend  vocabulary. 

7.  Grammar  (Eighth  Grade). 

Study  of  sentence  as  a  whole ;  kinds  of  sentences  on  basis  of  purpose  and 
complexity;  essential  elements,  parts  of  speech,  phrases  and  clauses,  such 
properties  of  parts  of  speech  as  are  necessary  to  the  understanding  of  the 
few  rules  which  are  most  frequently  violated.  Study  of  such  rules  and  drill 
exercises  in  applying  them  complete  the  eighth  grade  work. 

8.  Standard  tests  and  scales. 

(a)  Kelly  Silent  Reading  Test. 

(b)  Trabue  Completion  Scale. 

(c)  Ay  res'  Spelling  Scale. 

(d)  Studebaker  Spelling  Tests   (sentence  tests). 

(e)  Thorndike's  Understanding  of  Sentence  Test. 

Bibliography  of  Pedagogy  of  Language  and  Grammar. 

The  Teaching  of  English Percival  Chubb. 

The  Teaching  of  English Paul  Klapper. 

The  Teaching  of  English Carpenter,  Baker,  and  Scott. 

The  Elementary  Course  in  English James  Hosic. 

Linguistic    Development   and   Education M.  V.  O'Shea. 

Report  of  Committee  of  Thirty  on  Reorganization  of  Courses  in  English. 

Language  Teaching  in  the  Grades A.  N.  Cooley. 

Self  Cultivation  in  English Palmer. 


-44  SAN  dii:go  state  normai,  school. 

COURSE  OF  STUDY   IN  TYPING. 

JANE   ADAMS,    Instructor    in   Typing. 

7A  Grade. 

Aims. 
Fundamentals  of  typing,  including  the  names  of  the  various  parts  of  machine 
in  order  that  the  pupil  may  express  himself  in  clear  English  regarding  them. 

1.  Ready  use  in  all  common  operations  of  typewriter. 

2.  Ability  to  follow  copy  continuously,  using  a  light,  staccato  stroke  and 

maintaining  an  easy,  erect  position. 

3.  Care  and  cleaning  of  typewriter. 

4.  Beginning  of  language  correlation. 

Methods. 

1.  Dictation,  as  means  of  fixing  habits  of  good  position,  steady  rhythm 

and  even  touch,  staccato  stroke,  with  eyes  on  copy. 

2.  Selected  exercises  to  perfect  knowledge  of  keyboard,  with  frequent  use 

of  blindfold  tests  and  the  making  of  quick  keyboard  sketches. 

3.  Supplemental   exercises   to   correct   errors   of   fingering  and   technique 

when  necessary  for  a  particular  group  or  individual. 
Net  speed,  12  to  20  words  per  minute  (using  10-count  penalty). 

8B  Grade. 

Aims  and  methods. 

1.  Introduction  and  practice  of  more  complicated  operations  of  typewriter 

as  needed  in  connection  with  correlation  with  language  work,  e.  g., 
copying  of  outlines,  letters,  poetry,  stories,  election  ballots,  programs, 
tabulated  records  of  tests  in  spelling,  typing,  etc. 

2.  Increase  of  speed  and  accuracy  through : 

o.  Weekly   tests, — records   of  progress   to   be  kept   in   tabulated   or 

graph  form. 
h.  Special  attention  before  it  becomes  fixed  to  any  error  or  practice 

which  would  tend  to  lower  speed  or  accuracy. 
Net  speed,  15  to  30  words  per  minute. 

8A  Grade. 

Same  as  for  8B,  except  that  tabulation  problems,  etc.,  are  more  complicated,  and 
greater  independence  is  expected  of  the  pupil  in  working  them  out. 
Net  speed,  25  to  40  words  per  minute. 

Note. — Typing  is  given  for  its  effect  on  language,  rather  than  as  a  vocational  subject. 

PENMANSHIP. 

FLORENCE  L.  SMITH,   Class  Supervisor,  Training  School. 

In  grades  three  and  four  the  attention  of  the  child  may  readily  be  directed  to 
the  easy,  flowing  quality  which  is  the  basis  of  all  excellent  writing.  He  is  inter- 
ested not  particularly  in  the  results  of  his  writing,  that  is,  the  appearance  of  his 
forms,  but  in  the  act  of  producing  them.  This  is  made  as  pleasurable  as  possible 
through  the  introduction  of  much  rhythm  and  the  spirit  of  play  into  the  period  of 
practice.  Any  device  which  rhythmically  teaches  movements  that  may  later  be 
applied  to  the  formation  of  letters  is  here  practicable.  Precision  should  not  be 
expected  from  children  in  this  stage  of  development;  in  fact,  the  attention  to 
perfect  letter  forms  demanded  by  some  teachers  tends  to  inhibit  the  very  grace 
of  action   and   relaxation   of  the   muscles   which   must   come  before  the  writing 


SAN  DIEGO  STATE  NORMAL   SCHOOI,.  45 

process  produces  beauty  of  line.  Practically  all  of  the  models  presented  to  the 
child  here  should  be  executed  in  the  presence  of  the  class  by  the  teacher,  attention 
being  called  to  the  movements  used  rather  than  to  the  appearance  of  the  form 
after  it  is  complete.  Much  drill  to  fix  correct  posture  of  body,  arm  and  hand  is 
given  here,  and  the  simpler  movements  which  tend  to  develop  the  muscles  in  right 
habits  of  pressure  and  force  are  stressed.  That  is,  a  child  is  taught  the  value 
of  a  light,  continuous  pressure,  and  also  experiments  with  his  own  arm  to  see  how 
much  more  muscular  force  he  must  use  to  produce  the  capital  letters  than  the 
small,  how  the  "push-up"  for  1,  h,  b,  k,  and  f  is  the  same  in  each  case,  and  the 
corresponding  "down-pull"  for  g,  y,  q,  z  and  f  also  the  same  in  each  case.  In 
general  the  synthetic  method  rather  than  the  analytic  is  used  in  all  work;  that  is, 
words  containing  letters  to  be  studied  arc  presented  rather  than  the  single  letter 
forms. 

In  the  upper  grades  much  emphasis  is  placed  upon  the  frequent  measurement  of 
his  writing  by  the  pupil  himself.  The  great  danger  always  is  that  a  child,  even 
though  perfectly  trained  in  the  lower  grades,  gradually  becomes  a  poorer  and 
poorer  writer  unless  the  tendency  to  carelessness  is  constantly  restrained.  This 
tendency  to  relaxing  effort  to  write  well  is  no  doubt  a  natural  result  of  the  sudden 
plunge  into  the  multiplied  interests  of  the  older  child  life,  with  the  accompanying 
need  of  more  rapid,  more  abundant  expression  in  writing.  Such  a  situation  can 
not  adequately  be  met  by  further  practice  carefully  executed  during  the  writing 
period;  rather,  the  teacher  must  arouse  a  new  comprehension  on  the  part  of  the 
child  that  his  writing  can  be  above  or  below  a  certain  standard  acceptable  for  his 
grade  as  he  himself  determines,  and  further  that  he  can  attain  and  retain  the  desired 
standard  only  by  continuously  exercising  care  in  all  writing,  whether  that  done  in 
the  writing  period  or  in  any  other  period.  He  must  patiently  learn  to  eliminate 
the  ugly  things  present  in  his  writing  due  to  haste  or  thoughtlessness, — as  the  half- 
finished  letter,  the  inaccurate  scrawl,  the  imperfectly  formed  b  which  resembles  f, 
the  faulty  spacing  and  alignment.  With  the  consciousness  of  need  for  study 
awakened,  the  pupil  is  ready  for  the  detailed  analysis  of  letter  forms  presented  in 
the  upper  grades. 

Bibliography. 

Freeman,  F.  L.    The  Teaching  of  Handwriting.     Houghton-Mifflin  Co. 
Gesell,  A.  L.     The  Child  and  Primary  Education.     Ginn  &  Co. 
Thompson,  Mary  E.     Psychology  &  Pedagogy  of  Writing.     Warwick  &  York. 
Thorndike,  E.  L.     Handwriting.     Teacher's  College,  Columbia  Univ. 
Zaner,  C.  P.    Manual  No.  144.    Zaner  &  Bloser  Pub.  Co.     Columbus,  Ohio. 

SPELLING. 

;  GERTRUDE  SUMPTION   BELL,   Supervisor. 

The  purpose  of  teaching  spelling  is  to  give  skill  in  spelling  words  correctly 
under  the  impetus  of  need  for  expression.  Until  this  reaction  becomes  automatic 
when  consciousness  is  focused  upon  content  and  not  upon  form,  the  end  of  spelling 
has  not  been  realized. 

Essential  factors  in  securing  this  skill  are: 

1.  A  vivid,  correct  visual  image  of  the  word. 

2.  A  vivid,  correct  auditory  image  of  the  word. 

3.  A  vivid,  correct  auditory  image  of  the  syllables  and  their  corresponding  visual 
representations. 


4—46740 


46  SAN   DIEGO   STATE  NORMAL   SCHOOL. 

4.  Ear   images   of   letters   in   their   proper   sequence   may   aid   some  types   of 
children. 

5.  Meaning  and  use. 

6.  Etymology. 

7.  Law  of  spelling  involved,  if  it  is  one  of  the  few  vital,  uniform  laws,  such  as — 

(a)  doubling  final  consonant; 

(b)  dropping  final  e; 

(c)  syllabication. 

Spelling  is  best  taught  incidentally  to  the  thought  subjects,  but  this  does  not 
relieve  the  teacher  of  the  obligation  to  meet  the  most  pressing  spelling  problems 
specifically.  A  period  set  apart  or  regularly  taken  from  language  seems  best.  Pre- 
vention of  wrong  impression  or  reaction  is  much  more  important  than  correcting 
mistakes  and  breaking  habits. 

The  study  of  the  origin  and  structure  of  many  words  as  the  child  meets  them  in 
content  subjects  is  supplemented  by  specific  lessons,  drills  and  games  for  the 
purpose  of  giving  a  new  word  sense,  a  keener  appreciation  of  the  structure  of 
our  language  and  keys  which  unlock  many  doors. 

Latin  and  Greek  roots,  prefixes  and  suffixes  which  recur  often,  become  keys 
to  the  great  variety  of  combinations  in  which  they  occur, — c.  g.,  graph,  a  Greek 
root  meaning  to  zurite,  gives  the  key  to  a  large  number  of  words  coined  in  recent 
years  to  name  new  things ;  tele,  meaning  afar  off  or  distant,  unlocks  not  only 
telegraph  but  telephone  and  many  others.  The  literal  meanings  of  words  in  the 
group  containing  graph,  graphy,  grapher,  graphic,  incidentally  give  a  clue  to  all 
those  others  in  which  auto,  bio,  geo,  tele,  stcno,  photo,  phono  and  many  others  are 
found.     The  value  of  this  work  can  scarcely  be  overestimated. 

Sheppe's  Word  Studies  and  the  dictionary  are  used  for  such  lessons.  The  Ayres 
spelling  scale  and  the  Courtis  tests  based  on  it  are  used  throughout  the  grades. 

Bibliography  of  Pedagogy  of  Spelling. 

The  Child  and  His  Spelling Cook  and  O'Shea— Bobbs-Merrill  Co. 

The  Teaching  of  Spelling Gertrude  Longenecker — (out  of  print). 

Spelling  (Results  of  Investigation) J.  W.  Studebaker — (1916)   Newson. 

Measurement  of  Ability  in  Spelling L.  P.  Ayres— Russell  Sage  Foundation. 

Measurements  in  Spelling Report  of  Department  of  Education.    New 

York  City,  1918. 

The  Teaching  of  English Paul  Klapper— D.  C.  Appleton  &  Co. 

The  Teaching  of  Spelling Suzzallo— Houghton-:Mifilin   Co. 

State  Text. 

Bulletin  No.  3,  Bureau  of  Research,  Kansas  City.  Mo.  (Sept.  1918). 
Teaching  Spelling  by  Plays  and  Games— S.  A.  Courtis,  Detroit. 
State  Text  (Dr.  Fernald)    (going  to  press). 

Since  a  bulletin  on  the  teaching  of  spelling,  written  by  Gertrude  Longenecker, 
former  head  of  the  school's  department  of  education,  and  published  in  1914,  has 
gone  out  of  print,  and  since  a  considerable  demand  for  it  continues,  the  following 
reprinted  pages  taken  from  it  are  offered  as  a  help  to  the  teacher  in  training  and 
the  teacher  in  service : 


SAN    1)1  KOO   STATK    NORMAL    SCHOOL. 


47 


48  SAN   DIEGO   STATE  NORMAL   SCHOOIv. 

IMPROVEMENT  OF  SPELLING  THROUGH  CHANGES  IN  SUBJECT 

MATTER. 

Improvement  in  spelling  can  be  effected  through  changes  in  subject  matter,  and 
through  changes  in  methods  of  work. 

The  changes  in  subject  matter  include  changes  in  the  form,  the  kind,  and  the 
number  of  words  taught. 

(a)  Simplified  Spelling. 

First,  as  to  the  form:  Just  as  rapidly  as  it  is  feasible,  schools  the  country  over 
should  adopt  the  simplified  forms  recommended  by  the  Simplified  Spelling  Board, 
1  Madison  avenue.  New  York.  The  present  difficulty  is  that  the  school  books  are 
still  printed  in  the  old  form  and  confusion  may  follow  the  attempt  to  teach  the 
simplified  forms.  Only  the  inertia  of  old  habits  prevents  the  ready  acceptance  of 
the  simplified  forms.  Philologists  favor  them.  The  ordinary  citizen  holds  back. 
It  is  a  nuisance  to  change  the  old  habits.  The  awkward  irrational  forms  "look 
better"  to  us  than  the  new  and  unaccustomed  forms.  But  these  excuses  should 
not  be  strong  enough  to  lay  the  burden  upon  the  oncoming  generation.  Huey,  in 
"Psychology  and  Pedagogy  of  Reading,"  estimates  that  simplified  spelling  would 
reduce  the  printing  of  every  book  by  one-fifth.  With  the  prevalent  eyestrain  of 
school  children,  this  saving  is  worth  considering.  In  addition,  when  one  considers 
the  reduction  of  the  difficulty  in  the  teaching  of  spelling,  one  must  believe  that 
simplified  spelling  would  be  a  large  item  in  the  elimination  of  waste  in  the 
elementary  school. 

(b)  Selection  of  Words. 

Next,  as  to  the  kind  of  words  to  be  taught :  In  a  period  gone  by,  "catch-words," 
long  and  difficult  words,  held  a  conspicuous  place  in  the  speller's  repertory.  Ability 
to  spell  was  an  accomplishment,  a  case  of  "art  for  art's  sake."  When  one  hears 
of  fourth  grade  children  today  being  required  to  spell  category,  paragon,  irre- 
mediable, one  is  impressed  again  with  the  fact  that  educational  practice  improves 
very  slowly.  Ordinary  words,  everyday  words,  should  constitute,  in  the  main,  the 
subject  matter  of  spelling  lessons.  Indeed,  if  one  is  desiring  difficulties,  the  diffi- 
culties of  English  orthography  are  largely  exhausted  in  the  common  words.  But 
it  is  not  because  of  their  difficulty  that  they  should  be  given,  but  because  they  form 
the  bulk  of  the  average  person's  writing  vocabulary.  And  here  is  the  key  to  the 
selection  of  words :  They  must  be  those  words  which  children  need  to  use  in  their 
writing.  Not  necessarily  the  new  words  found  in  the  reading  lesson,  not  necessarily 
those  found  in  the  geography  or  history  lesson,  but  those  which  the  children  have 
immediate  need  for  in  their  written  work  of  all  kinds.  When  the  teacher  grants 
this  to  be  the  function  of  the  spelling  lesson — to  teach  the  children  to  spell  those 
words  which  they  wish  to  write,  certain  consequences  follow.  First,  the  list  of 
words  is  sufficiently  reduced  in  number  to  make  the  task  possible.  Second,  she 
need  no  longer  require  the  children  to  give  definitions  of  the  spelling  words  and 
use  them  in  artificially  made  sentences  ;*  for  these  are  the  well-known,  the  oft-used 
words  of  the  children's  own  vocabularies.  They  will  not  wish  to  write  them  until 
they  are  quite  accustomed  to  using  them  orally.  How  shall  the  teacher  select  these 
ordinary  words?  Whenever  the  children  are  writing  compositions,  they  should  be 
encouraged  to  ask  for  the  spelling  of  any  words  they  are  uncertain  of,  or  should 
look  them  up  in  the  dictionary.  In  either  case,  a  list  of  such  words  should  be  kept 
by  the  children  or  the  teacher.  From  such  a  list  the  most  frequently  used  words 
should  be  made  the  basis  of  spelling  lessons.     In  addition  to  such  words  called  for 


I 


SAN  DIEGO  STATE  NORMAI,  SCHOOI,.  49 


by  individuals,  there  are  some  five  hundred  to  a  thousand  words  which  are  the 
stock  of  all  writers  of  English.  It  is  safe  to  assume  that  all  children  need  these 
words  in  their  writing.  Such  a  core  of  words  Mr.  Leonard  Ayres  furnishes  in 
"Spelling  Vocabularies  of  Business  and  Personal  Letters,"  published  in  1913  by 
the  Russell  Sage  Foundation.  Mr.  Ayres  collected  2,000  business  and  personal 
letters  written  under  a  variety  of  circumstances  and  by  and  to  a  variety  of 
people;  he  listed  the  first  word  of  every  line  of  these  2,000  letters  and  tallied  the 
number  of  times  each  was  used.  The  first  surprising  result  was  that  he  found 
I  that  in  all  the  letters  together  only  2,001  different  words  were  used.  That  is,  the 
composite  writing  vocabulary  of  these  2,000  letters  was  only  2,001  words.  The 
i  second  surprising  fact  was  that  he  found  542  words  were  used  seven-eighths  of 
the  time.  No  doubt,  further  investigations  should  be  made  in  order  to  determine 
'  indisputably  that  this  list  of  542  words  is  the  common  burden  bearer  of  written 
i  communications.  But  even  now  it  may  be  tentatively  so  considered.  These  542 
words  are  not  the  words  usually  found  in  spelling  books.  They  are  so  insignificant 
as  to  be  beneath  the  notice  of  makers  of  textbooks  on  spelling.  And  yet  they  are 
indispensable  to  the  average  adult  writer.  Would  it  not  seem  wise,  then,  to 
incorporate  these  542  little  words  in  the  spelling  lessons  given  throughout  the 
elementary  school  ?  Since  the  bulletin  reporting  this  investigation  is  out  of  print  at 
present,  the  Ayres  list  of  words  has  been  added  to  this  pamphlet  as  an  appendix. 

There  are  other  lists  of  words  which  for  various  reasons  might  well  be  incorpo- 
rated in  the  spelling  lists  of  the  elementary  school.  "When  the  team  of  Cleveland 
children  won  the  spelling  championship  at  the  N.  E.  A.  Convention  in  1908,  they 
had  to  spell  a  list  of  what  is  considered  by  educators  the  best  collection  of  ordinary 
words  ever  prepared  for  test  purposes.  The  list  was  compiled  by  Prof.  L.  C.  Lord, 
Miss  Adelaide  S.  Baylor,  President  H.  B.  Brown  of  Valparaiso,  and  Mason  S. 
Stone  of  Vermont.  Hicks  has  taken  this  list  as  the  finest  that  can  be  compiled, 
and  has  made  it  the  final  test  of  the  pupils  that  will  use  his  new  book,  the  "Hicks' 
Champion  Spelling  Book."  (See  Cleveland  Plain  Dealer,  January  17,  1909.  The 
list  is  to  be  found  in  th^  Champion  Speller,  part  2.) 

Mr.  W.  E.  Chancellor  offers  a  list  of  1,000  words  which  he  believes  to  be  the 
most  needed.     (See  Journal  of  Education-,  May  26,  1910.) 

The  lists  of  words  in  which  perfection  has  been  reached  in  each  of  the  lower 
grades  of  the  Milwaukee  schools  may  also  be  found  suggestive.  (See  Journal  of 
Education,  February  10,  March  10,  April  4,  7,  1910.) 

In  addition  to  these  suggestive  lists  the  teacher  should  keep  a  record  of  words 
taught  in  her  grade  from  year  to  year.  By  sorting  and  comparing  these  records 
she  will  find  those  words  which  are  peculiar  to  the  community  and  its  interests. 
One  such  list  has  been  printed  in  the  appendix  of  this  bulletin. 

A  selection  of  words  made  on  the  basis  of  individual  and  social  need  is  much 
more  vital  than  the  selection  of  words  provided  by  any  spelling  book,  made  up 
without  reference  to  any  particular  group  of  children.  At  best,  the  ordinary 
spelling  book  will  be  useful  only  as  a  reference  book  to  the  teacher. 

(c)  The  Number  of  Words. 

When  Mr.  Hicks  took  charge  of  the  spelling  of  the  Cleveland  schools,  he  insisted 
that  children  of  all  grades  were  given  too  much  work  in  spelling  to  do  it  well. 
Mr.  Hicks  would  have  but  312  words  taught  intensively  each  year,  two  a  day,  with 
repeated  reviews.  The  two  words  are  thoroughly  taught  by  the  instructor.  Eight 
words  are  reviewed  the  same  day.  Next  day  the  two  words  intensively  taught  the 
day  before  go  into  the  review  column,  and  two  new  words  are  emphasized.  Every 
eight  weeks  the  eighty  words  taught  are  reviewed. 


50  SAN   DIEGO   STATE   NORMAI.   SCHOOL. 

In  the  training  school  of  the  San  Diego  Normal  School,  two  words  have  been 
taught  daily  in  third  and  fourth  grades  during  the  past  year,  and  from  three  to 
five  words  in  grades  above  the  fourth.  Spelling  lessons,  as  such,  have  not  been 
given  below  the  third  grade. 

It  is  possible  to  restrict  the  list  of  words  in  this  way,  when  one  makes  the 
children's  need  in  written  work  the  basis  for  the  selection  of  words.  While  this 
may  seem  an  unambitious  daily  stint  to  the  teacher  accustomed  to  the  formidable 
daily  lists  of  fifteen  to  twenty-five  words,  upon  consideration  she  may  think  it 
preferable  that  the  children  master  unquestionably  three  hundred  to  four  hundred 
words  a  year  than  that  they  smatter  over  two  thousand  and  in  the  end  be  uncertain 
of  all.  In  this  connection,  the  following  newspaper  item  will  be  of  interest  to 
California  teachers:  "Spelling  books  used  at  present  by  the  public  schools  of 
California  contain  approximately  15,000  words,  many  so  technical  that  not  one  in 
1,000  children  would  ever  use  them.  Miss  Anne  M.  Nicholson,  secretary  of  the 
Textbook  Committee  of  the  California  State  Board  of  Education,  is  convinced  of 
the  inutility  of  crowding  so  many  words  into  a  school  speller.  ^Acting  upon  her 
recommendations,  the  State  Board  of  Education  proposes  a  spelling  book  with  a 
basic  vocabulary  of  3,000  words  and  a  series  of  supplementary  spellers  to  be  used 
in  the  higher  grades  and  high  school  and  made  up  with  reference  to  the  anticipated 
future  work  or  employment  of  the  pupils."     (Christian  Science  Monitor,  1914.) 

IMPROVEMENT  OF  SPELLING  THROUGH   CHANGES  IN 
METHODS  OF  WORK. 

Besides  the  increased  effectiveness  of  instruction  in  spelling  by  changes  in  the 
form,  the  kind  and  the  number  of  words  taught,  much  improvement  can  be 
wrought  by  changes  in  methods  of  teaching,  testing,  and  drilling. 

(a)  The  Teaching  of  the  Spelling  Lesson. 

The  first  psychological  law  of  habit  formation,  the  focalization  of  attention,  can 
be  used  to  advantage.  The  teacher  speaks  and  writes  the  word  to  be  learned, 
while  the  children  watch  her  or  trace  it  in  the  air  accompanying  her  movements. 
The  class  should  spell  this  first  word  orally,  and  each  child  should  write  it  in  a 
note  book  kept  for  spelling  lists,  the  word  remaining  upon  the  board  during  this 
time.  The  teacher  should  throw  particular  emphasis  upon  any  letters  which  may 
cause  trouble.  These  are  near  the  middle  of  the  word,  usually.  She  should  say, 
for  instance,  "Remember  that  'separate'  is  spelled  s-e-p-a-r-a-t-e."  Later  she 
should  say,  "What  letter  in  'separate'  must  you  be  sure  to  get  right,  John?" 
Never  should  she,  nor  should  the  children,  say  what  wrong  letter  might  be  used 
instead.  We  must  see  to  it  that  the  right  impression,  only,  is  made,  and  that  it 
is  made  as  clearly  and  forcefully  as  possible. 

Any  analysis  of  the  word  which  will  facilitate  the  child's  grip  upon  the  order 
of  letters  in  it  should  be  resorted  to.  Sometimes  syllabication  will  accomplish 
this;  as  in  such  words  as  independent,  Mississifypi.  argumentation — words  in  which 
the  syllables  are  phonetic.  We  do  not  favor  visually  breaking  words  into  syllables 
by  hyphens  or  marking  them  diacritically,  for  the  reason  that  the  children  should 
always  see  the  word  as  it  will  be  read  or  spelled  in  normal  use.  Pointing  out  the 
syllables  in  the  continuously-written  word  will  serve  the  purpose.  Sometimes  the 
analysis  can  best  take  the  form  of  showing  familiar  words  in  the  new ;  as  in 
review,  headache,  disappoint,  preparation,  breadth.  Sometimes  discovering  phono- 
grams simplifies  the  problem;  as  in  field,  shield,  thoroughness,  loveliness.     In  this 


SAN    niEGO   STATE    NORMAL   SCHOOI,.  51 

connection  the  playing  of  Dumb  Crambo,  particularly  in  the  lower  grades,  con- 
tributes to  finding  likenesses  in  words.  For  instance,  the  new  word  is  "stand." 
It  is  written  upon  the  board.  The  teacher  says,  **I  am  thinking  of  a  word  that 
rhymes  with  "stand."  The  children  guess.  She  answers,  "No,  it  is  not  'band'," 
writing  "band"  below  "stand,"  and  so  making  a  column  of  phonogrammic  words. 
Sometimes  noting  a  prefix  or  a  suffix  and  telling  briefly  the  significance  of  it,  adds 
to  the  ease  of  comprehension.  The  word,  itself,  should  be  considered  in  choice 
i>f  devices  for  teaching  it,  rather  than  the  following  of  any  few  devices  constantly. 
Indeed,  variety  of  device  is  one  of  the  requirements  for  keeping  attention  active. 
The  teacher's  ingenuity  here  will  be  paid  for  in  the  alertness  of  the  class. 
l"\)calization  of  attention  is  our  object  at  this  point. 

After  discussion  of  the  sort  indicated  above,  several  children  should  be  sent  to 
the  blackboard  to  write  the  word.  Others  may  spell  it  orally.  In  similar  ways 
each  of  the  two  to  five  words  should  be  taught.  Among  the  various  devices  for 
attentive  repetition,  Mrs.  Nellie  Sebree,  of  our  sixth  grade,  finds  it  effective  to  let 
one  child  call  upon  another  to  spell  three  words  which  the  first  dictates  from  the 
review  words  of  the  week,  together  with  the  words  of  the  new  lesson,  all  of  which 
are  written  upon  the  board.  The  first  child  faces  the  board  in  order  to  dictate, 
the  second  turns  his  back  to  the  board  so  that  he  shall  not  see  the  spelling.  The 
second,  after  spelling  successfully,  then  calls  upon  a  third,  who  turns  his  back 
to  the  board  while  the  second  dictates  three  words — and  so  on  through  the  class. 

The  intensive  teaching  of  each  word  employs  the  principle  of  multiple  associa- 
tion ;  the  eyes  see,  the  ears  hear,  the  voice  utters,  and  the  hand  forms  the  succes- 
sion of  letters  in  the  word,  all  within  the  minute  in  which  the  new  word  is  being 
focalized.  This  fullness  of  association  is  fundamental  to  memorization.  Of  the 
four  kinds  of  impression,  the  visual  is  probably  most  potent.  H.  E.  Kratz  tested 
the  ability  of  743  pupils  to  spell  words  after  they  had  been  clearly  and  slowly 
pronounced ;  the  average  result  was  44.8  per  cent.  He  then  displayed  the  words 
in  large  type ;  the  average  result  of  the  subsequent  test  was  66.2  per  cent.  He 
then  displayed  them  in  large  type,  at  the  time  having  them  clearly  and  slowly 
pronounced;  the  average  result  was  IZ.l  per  cent.  (See  Kratz:  Studies  and 
Observations  in  the  School  Room.)  In  addition  to  the  auditory-visual  impression 
used  in  these  tests,  the  Bailey-Manly  system  of  teaching  spelling  and  Mr.  Hicks' 
method  employ  the  motor  machinery  both  of  vocalization  and  of  hand  and  arm 
movements.  Tests  made  by  Mr.  W.  A.  Lay  in  1899,  teaching  spelling  by  these 
several  appeals,  showed  that  motor  activity  of  vocal  organs  and  hands  is  most 
important  in  the  work  of  memorizing,  and  that  visual  impressions  are  more 
important  than  auditory.  (See  Burnham :  Hygiene  and  Psychology  of  Spelling, 
Fed.  Sem.     December,  1906.) 

The  essentials  to  be  kept  in  mind  during  this  teaching  drill  are :  iirst,  attention 
shall  be  focalized  upon  the  word  at  its  first  appearance  and  shall  be  kept  active 
in  all  subsequent  repetitions  of  the  order  of  letters  in  the  word.  This  can  be 
secured  through  varieties  of  devices  which  will  occur  to  the  teacher  from  time  to 
time;  second,  the  right  form  shall  be  repeated  many  times.  If  a  child  falters  he 
shall  be  told  correctly,  or  shall  glance  at  the  board, — he  must  not  be  permitted  to 
give  expression  to  a  wrong  form;  third,  multiple  associations  shall  be  made  in 
the  brain  through  the  employment  of  four  kinds  of  sensory  apparatus. 

(b)  The  Testing  of  Spelling. 

Some  hours  after  the  spelling  has  been  taught,  there  should  be  a  brisk  oral  drill, 
followed  by  a  writing  of  the  words — (1)  in  a  list  at  the  teacher's  dictation,  and 
(2)   in  sentences  either  made  by  the  children  or  dictated  by  the  teacher.     In  the 


52  SAN  DIEGO  STATE  NORMAI,  SCHOOL. 

third  and  fourth  grades  of  our  school  Miss  Pauline  Black  finds  it  helpful  to 
require  the  class  to  pronounce  the  word  after  her,  then  to  pause  a  moment  and 
think  it  through,  and  then  to  write  it.  After  the  dictation  the  children  should 
put  away  their  pens  and  should  take  their  pencils,  and,  as  the  teacher  respells  each 
word,  orally  or  in  writing  on  the  board,  they  should  check  any  misspelled  word  and 
rewrite  it  correctly.  Each  child  should  then  place  his  score  at  the  head  of  his 
paper.  The  class  may  have  been  divided  previously  into  two  groups  of  approxi- 
mately equal  spelling  abilit3^  Each  group  may  now  report  the  individual  scores 
to  the  opposing  group,  which  may  then  figure  up  the  group-average,  which  should 
be  recorded  on  a  chart,  like  the  one  shown  on  page  7.  The  teacher  should  then 
take  up  the  papers,  and  glance  over  any  which  she  may  think  it  best  to  supervise. 

(c)  Making  Correct  Spelling  of  Words  Habitual. 

Because  habits  are  formed  by  attentive  repetition,  there  should  be  frequent 
review  drills.  At  least  once  a  week  all  the  words  of  the  past  two  weeks  should 
be  reviewed.  Once  a  month  the  more  troublesome  words  should  be  reviewed. 
Once  in  two  months  the  words  of  the  past  two  months  should  be  reviewed. 
Whenever  these  words  occur  in  any  of  the  children's  written  work,  misspelling  of 
them  should  be  tallied  and  incorporated  in  the  spelling  mark  of  the  month.  These 
reviews  may  take  the  form  of  oral  spell-downs,  or  of  written  list-tests,  or  of 
dictated  context  into  which  the  words  are  woven.  The  latter  has  the  advantage  of 
being  more  nearly  like  the  test  which  daily  situations  make.  When  the  oral  spell- 
down is  used  certain  poor  features  in  the  old-fashioned  spell-down  should  be  elim- 
inated. By  the  old  practice,  the  poorest  speller,  the  child  who  most  needed  drill 
was  discarded  early  in  the  drill ;  a  troublesome  word  was  repeatedly  misspelled 
down  the  line.  In  our  spell-downs,  which  we  should  call  spell-ups,  perhaps,  when 
a  child  misspells,  the  teacher  checks  one  point  for  the  opposing  side ;  immediately 
she  spells  the  word  correctly  orally  and  in  writing  on  the  board,  so  that  the  wrong 
impression  may  be  overcome;  she  hands  a  slip  to  the  child  who  failed,  on  which 
he  himself  writes  the  correct  form ;  and  she  allows  the  poor  speller  to  remain  in 
line  so  that  he  may  get  the  advantage  of  the  entire  drill.  At  the  end  of  the  drill, 
that  side  wins,  of  course,  which  has  received  the  most  checks  from  its  opponents. 
Before  taking  his  seat,  every  child  who  holds  a  slip  on  which  he  has  written  the 
word  which  he  missed,  must  spell  the  word  correctly,  write  his  name  on  the  slip, 
and  put  it  on  the  teacher's  desk  and  spell  it  again  correctly,  on  the  following  day. 

(d)  The  Children's  Alphabetized  List. 

Under  the  caption,  "The  Teaching  of  Spelling,"  reference  was  made  to  a  note- 
book in  which  the  children  enter  their  daily  spelling  lists.  The  last  half  of  the 
book  should  be  alphabetized,  the  children  cutting  large  capital  letters  from  maga- 
zines or  newspapers,  and  pasting  one  at  the  head  of  each  page;  or,  if  the  school 
owns  a  price  marker  or  a  set  of  rubber  stamps,  using  these  to  mark  each  page. 
Once  a  week  the  children  re-enter  the  words  of  the  week  under  the  proper  letters. 
Not  only  does  this  provide  another  opportunity  for  attentive  repetition,  but  it  makes 
the  words  easy  of  reference  whenever  a  doubt  arises  as  to  the  spelling  of  a  word. 
If  a  child  who  is  writing  a  composition  asks  for  the  spelling  of  a  word  which  he 
has  already  had,  the  teacher  refers  him  to  his  spelling  book.  In  the  frequent 
reviews  and  tests,  any  mistake  made  by  a  child  can  be  corrected  by  his  reference 
to  his  spelling  book. 

This  notebook  should  be  passed  on  with  the  child  into  the  next  grade,  in  order 
that  the  next  teacher  may  hold  her  class  responsible  for  the  words  previously 
learned.     She  should  give  occasional  reviews  of  these  words,  and  any  mistake  in 


SAN  DIECO  STATE  NORMAI«  SCHOOL.  53 

spelling  them  in  written  work  should  be  tallied  and  incorporated  in  the  spelling 
mark  of  the  month.  It  is  by  such  persistent  reviews  and  unfailing  demand  that 
the  children  spell  correctly  a  comparatively  small  number  of  words,  that  satisfac- 
tory results  are  to  be  secured. 

HOW  TO  PROVIDE  MOTIVE  FOR  SPELLING  LESSONS. 

In  content  subjects  the  actuating  motive  for  their  study  should  be  found  within 
the  subjects  themselves.  But  in  the  drill  subjects,  subjects  which  are  merely 
artificial  tools  for  the  handling  of  some  content  subject,  the  motive  is  likely  to  be 
extraneous  to  the  subject.  Spelling  is  essentially  a  drill  subject,  skill  in  which  is 
necessary  for  the  adequate  handling  of  written  composition.  One  of  the  problems 
in  teaching  spelling  is  to  find  motives  sufficiently  compelling  to  keep  attention 
active  in  the  learning  process.  Of  such  motives  competition  is  the  most  effective, 
and  perhaps  the  most  legitimate  to  appeal  to.  Group  competition  is  preferable  to 
individual  rivalry,  not  only  because  it  is  a  more  social  motive,  but  also  because  it 
spurs  on  the  poorest  speller  for  his  group's  sake,  whereas  he  could  have  no  hope  of 
individually  excelling  his  class. 

Group  competition  may  be  secured  in  the  following  way:  Let  the  class  be 
divided  into  two  groups  approximately  equal  in  spelling  ability.  This  can  be  done 
by  appointing  captains  who  choose  sides,  or  on  the  basis  of  spelling  marks  won  on 
a  test  or  during  a  month.  Under  the  caption,  "The  Testing  of  Spelling,"  reference 
was  made  to  securing  the  group  averages  after  every  written  spelling  lesson. 
Each  group  can  figure  out  the  average  of  the  opposing  group  from  the  individual 
scores  which  are  reported, — this,  in  itself,  is  a  good  exercise  in  practical  arithmetic. 
When  these  group  averages  are  secured,  they  should  be  entered  upon  the  monthly 
spelling  chart,  which  should  be  posted  in  a  conspicuous  place  so  that  all  may  see. 
The  chart  is  made  by  drawing  vertical  and  horizontal  lines  to  form  squares.  At 
the  head  of  each  vertical  line  enter  the  date  of  a  school  day.  At  the  left  of  each 
horizontal  line  a  per  cent,  beginning  with  100  per  cent  at  the  top  and  decreasing 
by  steps  of  1  per  cent  to  90  per  cent.  It  will  be  found  that  the  range  is  usually 
from  95  per  cent  to  100  per  cent.  Trace  the  curve  made  by  each  group,  from  day 
to  day,  using  two  colors  of  chalk  so  that  the  standing  of  each  group  will  be  evident 
at  a  glance.  A  similar  score  chart  of  individual  daily  scores  may  be  kept  in  the 
back  of  his  spelling  book  by  each  individual.  The  contest  may  be  made  among 
several,  rooms  of  a  school  building,  and  the  chart  posted  in  the  hallway  where  all 
may  see  it  as  they  pass.  Such  group  competition  enlists  the  efforts  of  all  the  good 
spellers  in  a  group  on  behalf  of  the  weak  speller.  If,  as  occasionally  happens, 
the  efforts  of  the  good  spellers  to  reform  the  poor  become  too  strenuous,  and 
resentment  of  repeated  failures  runs  too  high,  a  redistribution  of  groups  will 
break  the  tension. 

The  results  of  oral  spell-downs  of  groups  may  be  kept  on  a  similar  chart.  (See 
page  47  for  the  chart  form.) 

AMOUNT  OF  TIME  TO   BE  USED  FOR  SPELLING. 

In  our  school  we  are  using  fifteen  to  twenty  minutes  daily  for  spelling.  The 
teaching  of  spelling  requires  ten  minutes,  and  the  written  test,  the  averaging  of 
scores,  and  the  marking  of  the  chart  requires  from  five  to  ten  minutes.  Mr.  Wallin 
(Spelling  Efficiency,  p.  21)  finds  that  the  average  amount  of  time  used  by  a 
number  of  the  leading  cities  of  the  country  is  7.22  per  cent  of  the  school  day,  or, 
if  the  day  is  five  hours  in  length,  twenty-two  minutes.  He  finds  that  Cleveland 
uses  5.96  per  cent  of  the  available  time,  or  agahi,  if  the  day  is  five  hours  long, 
I  bout  eighteen  minutes. 


S4  SAN   DIEGO   STATE   NORMAL   SCHOOL. 


TENTATIVE    COURSE    OF    STUDY    IN    ARITHMETIC. 

MIRIAM  A.    BESLEY,   Director  of  Education. 

The  purpose  of  the  work  in  arithmetic  throughout  the  school  is  fourfold : 

(1)  To  help  children  to  come  into  the  possession  of  the  power  to  use  or  apply 
number  intelligently  wherever  it  is  needed  in  their  daily  school,  home,  or  commu- 
nity life. 

(2)  To  secure  through  scientific  practice  the  degree  of  accuracy  and  speed  in 
figuring  or  calculating  which  is  commensurate  with  the  child's  age  and  ability.  The 
attainment  of  this  skill  is  to  be  determined  by  measuring  his  ability  three  or  four 
times  a  year  with  the  Courtis  Standard  Research  Tests. 

(3)  To  protect  children  against  unjust  demands  for  explanations  of  their  mental 
processes — sometimes  called  "analysis" — with  the  consequent  waste  of  time  and 
energy. 

(4)  To  insure  careful  reading  habits  by  insisting  upon  intelligent  interpretation 
of  problems  before  their  solution  is  begun. 

From  the  child's  standpoint  the  purpose  of  number  work  is  merely  a  direct  means 
to  some  end  which  he  wishes  to  gain. 

In  history,  geography,  and  all  forms  of  manual  activity,  the  child  is  constantly 
measuring,  comparing,  analyzing  and  judging  the  number  element  coming  con- 
sciously or  unconsciously  into  all  of  the  work.  If  it  is  so  planned  that  the  work 
commands  the  best  effort  of  the  child  without  going  beyond  his  mental  grasp,  there 
will  be  a  distinct  advance  in  knowledge  of  arithmetic  from  grade  to  grade. 

These  outlines  for  each  grade  are  simply  attempts  to  show  what  the  outcome  in 
each  grade  may  be.  It  is  not  meant  that  facts  and  processes  will  be  taught  and 
abandoned  in  any  given  grade.  They  will  be  used,  when  necessary,  throughout  the 
child's  school  life,  but  for  economy's  sake  there  is  a  place,  for  example,  where  the 
multiplication  tables  should  become  automatic. 

Although  number  work  may  seem  from  the  child's  viewpoint  to  be  incidental  to 
some  other  work^  the  teaching  of  number  is  not  at  all  a  haphazard  or  fragmentary 
performance  and  there  is  a  very  definite  minimum  requirement  in  formal  work  to  be 
accomplished  by  the  pupils  of  each  grade.  In  every  grade  certain  difficulties  in  the 
form  of  new  facts  or  new  processes  will  be  presented.  These  must  be  overcome 
in  order  to  gain  new  ideas.  This  is  the  economical  place  to  teach  a  process  and  a 
legitimate  time  for  drill. 

To  the  end  that  these  purposes  may  be  realized  in  a  measure  and  arithmetic  be 
recognized  as  an  important  factor  in  helping  a  child  to  gain  control  of  his  environ- 
ment, the  elimination  of  certain  traditional  topics  as  contributing  nothing  to  the 
attainment  sought  is  desirable.     The  list  follows : 

1.  Greatest  Common  Divisor. 

2.  Least  Common  Multiple,  except  by  inspection. 

3.  Complex  and  Compound  Fractions. 

4.  Long  confusing  problems  in  Fractions. 

5.  Apothecaries  and  Troy  Weight,  Surveyor's  Measure,  Paper  Measure,  rood 

in  Square  Measure,  dram  and  quarter  in  Avoirdupois  Weight,  and  any 
obsolete  units  of  other  tables,  tables  of  foreign  money,  and  all  reduction  of 
more  than  two  steps. 

6.  Cases  in  percentage. 

7.  True  discount. 

8.  Profit  and  Loss,  as  a  separate  topic. 

9.  Partnership. 


SAN   DIEGO  STATE  NORMAL   SCHOOL.  55 

10.  Problems  in  taxes,  insurance,  bonds,  stocks,  partial  payments,  bank  discount, 

compound  interest,  longitude  and  time,  and  lumber  measure,  except  for 
informational  value. 

11.  Mensuration,   except   such  phases  as  are  based  on  common  experience,  as 

problems  in  papering,  painting,  plastering,  etc.,  belong  to  specialized  trades 
and  should  be  taught  vocationally. 

12.  The  Metric  System. 

13.  Cube  and  square  root,  except  possibly  the  squares  and  corresponding  roots 

of  numbers  to  12,  and  the  cubes  to  5  with  the  corresponding  roots. 

14.  The  puzzle  type  of  problem. 

With  these  eliminations,  due  emphasis  can  be  placed  upon  the  topics  remaining 
in  the  field  of  elementary  mathematics,  as — 

1.  Reading  and  writing  of  numbers. 

2.  Primary  number  facts. 

3.  Fundamentals,  /.  e.,  addition,  subtraction,  multiplication,  and  division  of — 

a.  Integers. 

b.  Fractions  (to  twelfths). 

c.  Decimals  (to  three  places). 

4.  Reductions. 

a.  Fractions  changed  to  higher  and  lower  terms. 

b.  Mixed  numbers  to  improper  fractions  and  the  reverse. 

c.  Fractions  to  decimals  and  the  reverse. 

5.  The  tables  of  linear,  square,  cubic  and  liquid  measure,  avoirdupois  weight, 

time,  and  U.  S.  money. 

6.  The  common  aliquot  parts. 

7.  Finding  the  perimeter  and  surface  of  common  plane  figures,  and  the  volume 

of  solids. 

8.  Percentage  applications  in — 

a.  Trade  discount. 

b.  Profit  and  loss. 

c.  Commission. 

d.  Simple  interest. 

9.  Applications  to  social  and  economic  conditions,  i.  e.,  issues  involved  in  saving 
and  loaning  money : 

a.  Taxation,  taxes  and  tax  levies. 

b.  Banking. 

c.  Borrowing. 

d.  Bonds  and  stocks. 

e.  Insurance. 

f.  Public  expenditures. 

g.  Public  utilities. 

h.  Profits  and  investments. 

The  textbooks  should  be  used  as  a  guide  and  a  help,  but  the  real  life  of  the 
school  and  the  community  should  furnish  the  material  for  real  mathematical  prob- 
lems. Thus  the  art  of  problem  making  as  well  as  the  art  of  problem  solving  should 
receive  consideration. 

First  Grade. 
No  conscious  instruction  of  number  work.     Where  measuring  in  connection  with 
making  things,  such  as  a  playhouse,  valentines,  calendars,  etc.,  is  desirable,  frequent 
use  of  the  linear  unit  of  inch,  etc.,  may  be  taught.     Counting  with  and  without 
objects  satisfies  the  strong  rhythmic  impulse  of  this  age. 


56  SAN   DIgGO   STATE   NORMAL   SCHOOI,. 

Second  Grade. 

Suggestions  for  2B. 

(1)  Reading  and  writing  numbers  to  100. 

(2)  Counting. 

By  Ts  and  2's  with  objects  to  20;  without  objects  by  5's  to  50;  and  by  lO's 
to  100. 

(3)  Addition  and  Subtraction. 

Oral :  The  first  25  combinations  and  the  reverse  subtraction  facts. 

(4)  Measurement. 

Cent,  nickel,  dime,  inch,  foot. 

(5)  Fractions. 

Idea  of  halves  objectively  developed. 

(6)  Signs. 

Suggestions  for  2A. 

(1)  Reading  and  writing  numbers  to  1,000. 

(2)  Counting. 

By  3's  to  30,  by  4's  to  40,  and  by  5's  to  100. 

(3)  Addition. 

Oral :  The  45  combinations. 
Written :  Small  sums,  no  carrying. 

(4)  Subtraction. 

Oral :  Reverse  of  the  45  combinations. 

Written:  With  numbers  of  two  figures  and  no  borrowing. 

(5)  Measurement. 

Monetary  units  from  cent  to  dollar ;  dozen ;  inch,  foot ;  pint,  quart,  cup. 

(6)  Fractions. 

Ideas  of  halves  and  fourths  objectively. 

(7)  Signs. 

(8)  Problems. 

Simple  one-step  problems  arising  from  the  children's  own  experience  during 
the  year. 

Required  of  Children  Leaving  the  Second  Grade. 

1.  Notation  and  Numeration. 

To  read  and  write  three-place  numbers. 

2.  Addition  and  Subtraction. 

The  45  combinations  and  the  corresponding  separations. 

To  add  and  subtract  two-place  numbers  with  no  carrying  or  borrowing. 

3.  Measurements. 

Inch,  foot ;  pint,  quart,  cup ;  cent,  dime,  nickel,  quarter,  half-dollar,  dollar ; 
dozen. 

4.  Problems.     Simple  one-step. 

5.  Terms  and  signs. 

Meaning  of  add,  subtract,  plus,  minus. 


SAN   DIECO  STATE  NORMAI,  SCHOOr..  57 

Texts. 

Perhaps  the  most  useful  and  suggestive  single  book  is  First  Journeys  in  Number- 
land,  by  Harris  and  Waldo,  published  by  Scott,  Foresman  &  Co. 

Hoyt  and  Peet's  Everyday  Arithmetic,  Book  I,  Part  I,  Chapter  I,  published  by 
Houghton-Mifflin  Co. 

Chadsey-Smith  Efficiency  Arithmetic,  published  by  Atkinson,  Mentzer  &  Co. 

Third  Grade. 
Suggestions  for  SB. 

(1)  Reading  and  Writing  Numbers  to  1,000.    Roman  numerals  as  needed. 

(2)  Counting. 

By  2's,  3's,  4's,  etc.,  from  0  to  60. 
By  2's,  3's,  4's,  etc.,  from  1  to  60. 
By  2's,  3's,  4's,  etc.,  downward  from  any  multiple  of  the  number. 

(3)  Addition. 

Oral :  45  combinations  made  automatic. 

Written :  Sums  with  carrying  involving  the  first  steps. 

(4)  Subtraction. 

Oral :  Reverse  of  the  45  combinations  made  automatic. 
Written :  Simple  with  borrowing. 

(5)  Multiplication. 

Oral :  Tables  of  2's,  4's,  5's,  lO's  and  3's  developed. 

Written :  Multipliers  of  one  figure  corresponding  to  the  tables  learned.     No 
carrying. 

(6)  Divisions. 

Oral :  Simple  divisions  within  the  tables. 

Written :  Divisions  of  one  figure  corresponding  to  the  tables  learned.     No 
carrying. 

(7)  Measurement. 

Inch,  foot,  yard ;  pound,  pint,  quart,  cup ;  hour,  day,  week,  month,  and  year ; 
time  by  the  clock. 

(8)  Fractions. 

Ideas  of  halves,  fourths,  and  thirds  objectively  developed. 

(9)  Terms  and  signs. 

Plus,  minus,  sum,  difference. 
+         _         X         -^         = 

(10)  Problems. 

Simple  one-step   oral  problems  concerning  things   within   the   child's   own 
experience. 

Suggestions  for  3A. 

(1)  Reading  and  writing  numbers  to  10,000.     Dollars  and  cents  in  decimal  form. 

(2)  Counting. 

As  in  3B. 

By  2's,  3's,  4's,  etc.,  from  1  to  any  number. 

By  2's,  3's,  4's,  etc.,  from  any  number. 

By  2's,  3*s,  4's,  etc.,  downward  from  any  number 

(3)  Addition. 

Oral :  45  combinations  made  automatic  and  carried  to  higher  orders. 


58  SAN    DIEGO   STATE   NORMAI,    SCHOOL. 

(4)  SubtractJon. 

Oral :  Reverse  of  the  45  combinations  made  automatic  and  carried  to  higher 

orders. 
Written  :  Three  digit  numbers  with  borrowing. 

(5)  Muhiplication. 

Oral :  Tables  of  9's,  6's,  7's,  8's  developed. 

Written:  Multipliers    of    one    and    two    figures    with    carrying    developed 
according  to  suggestions. 

(6)  Division. 

Oral :  Simple  divisions  within  the  tables. 

Written  :  Divisors  of  one  figure  the  reverse  of  multiplication  with  one  figure. 

(7)  Measurement. 

Review  measures  of  previous  grades.     Add  parts  of  a  dozen  and  parts  of 
a  pound. 

(8)  Fractions. 

Fractional  parts  of  numbers  within  the  limits  of  the  tables  learned ;  /'.  c, 
^  of  42  and  i  of  42. 

(9)  Signs  and  terms. 

Those  of  preceding  grades. 
(10)  Problems. 

Simple  oral  one-step  problems  made  from  material  within  the  child's  own 
experience,  such  as  store  keeping. 

Required  of  Children  Leaving  the  Third  Grade. 

1.  Reading  and  writing  numbers  to  10,000,  and  amounts  of  money  as  dollars  and 

cents.     Reading  the  clock. 

2.  All  addition  and  subtraction  facts  to  19  made  automatic. 

3.  Addition  and  subtraction  of  numbers  to  three  places,  including  money. 

4.  Multiplication  and  corresponding  division  facts  through  9's.     Employ  carrying 

in  the  written  work. 

5.  Standard  measurements. 

Suggestions  for  the  Third  Year. 

Teachers  should  insist  that  pupils  write  numbers  legibly  and  in  conformity  with 
the  system  of  penmanship  prescribed  by  the  state  law.  Let  there  be  a  need  for 
writing  numbers,  as  for  example  the  children's  own  house  and  telephone  numbers. 

In  order  to  make  the  combinations  automatic,  there  should  be  daily  short  drills 
and  frequent  use  in  games.  Observe  carefully  the  scientific  classification  of  the 
combinations  as  follows : 

1— very  easy:     0000000000 
0123456789 
and  the  reverse. 
2— easy:     11111111 
23456789 

2    2    3    4    5 
2    3    3    4    5 

and  the  reverse. 
3— average:    2222333342 
4567456757 
and  the  reverse. 


SAN   PIEGO   STATK   NORMAL   SCHOOF,.  59 


:    2    2 

3 

3 

4    4    4 

4    6    7 

8 

9 

8    9 

8 

9 

6  7  8 
and  the 

9  6  7 
reverse. 

8 

9 

hard : 

5 

5 

5    5    6 

6    6    7 

7 

8 

6 

7 

8  9  7 
and  the 

8  9  8 
reverse. 

9 

9 

Give  particular  attention  to  irregular  counting  as  a  good  form  of  drill.     Modified 
forms  of  the  same  combinations  with  carrying  should  be  given  for  drill : 

7    17    27    Z7 

6      6      6      6    etc.,  etc. 


This  drill  is  sometimes  known  as  addition  or  subtraction  by  endings.  See  Hoyt 
and  Peet,  Book  I,  Part  I,  page  26,  footnote. 

In  written  addition,  the  first  steps  should  be  with  two  or  three  numbers  in  a 
column  only,  and  no  carrying.  The  following  steps  in  carrying  should  be  closely 
adhered  to : 

1.  Carrying  in  one  column  only  and  the  carrying  figure  1  : 

12  541 

6  132 

3  56 


2.  Carrying  in  one  column  only  with  the  carrying  figure  2. 

3.  Carrying  in  one  column  only  with  carrying  figure  1  or  2. 

4.  Carrying  in  any  number  of  columns,  the  carrying  figure  being  any  number. 
In  teaching  written  subtraction,  teach  it  as  an  imitative  process.     The  "addition 

method"  should  be  used  in  teaching  children  to  make  change  as  a  preparation  for 

store-keeping. 

Multiplication. 

Pupils  should  be  led  to  see  that  multiplication  is  but  a  short  or  quick  way  of 
adding  a  group  of  like  numbers.     For  example : 

3 
3 
3 

|-  is  4  X  3  =  12,  an  expression  of  the  same  result  by  a  short  cut. 


12    J 

As  in  the  case  of  the  45  combinations  and  separations,  the  multiplication  tables 
are  not  really  learned  until  they  have  become  automatic.  But  this  does  not  mean 
that  pupils  should  not  be  required  to  multiply  numbers  in  written  multiplication. 
Written  work  in  muhiplication  should  be  given  as  the  tables  are  being  developed, 
for  written  multiplication  is  in  itself  a  way  of  reviewing  the  tables. 

Teachers  must  not  make  elaborate  explanations  of  each  process.  The  funda- 
mental processes  should  be  taught  largely  through  imitation.  The  problem  in  all 
the  lower  grades  is  to  fix  a  habit  of  accurate  and  quick  response. 


60  SAN   DIEGO   STATE   NORMAL   SCHOOI,. 

Operations  in  written  multiplication  should  progress  in  the  order  of  difficulty: 

1.  Single  multipliers  without  carrying: 

214  514 

X  2  X  2 

2.  Same  with  carrying  in  one  place  and  the  carrying  figure  1  : 

219  516  432 

X  2  X  3  X  4 

3.  With  carrying  figure  2 : 

216  516 

X  4  X  4 

4.  A  combination  of  2  and  3 : 

5.  Quick  multiplication  by  10. 
Quick  multiplication  by  20. 

6.  Multipliers  of  two  figures  using  12,  14,  16,  etc. 

The  suggestions  made  for  multiplication  apply  in  many  ways  to  division,  espe- 
cially as  to  the  steps  in  progress. 
Measurements. 

The  tables  of  measurement  need  not  be  learned  as  such  in  the  lower  grades. 
The  object  in  introducing  them  is  that  the  need  for  them  generally  arises  through 
gardens,  and  other  projects.  They  offer  excellent  opportunities  for  estimating 
or  guessing,  and  testing  the  "guess"  by  actual  measurement. 

In  developing  a  feeling  for  fractional  parts,  the  pupils  should  make  their  own 
circles,  oblongs,  squares,  etc.,  which  they  can  use  to  work  out  the  ideas  of  fourths, 
halves,  under  the  teacher's  direction.  The  purpose  of  teaching  fractions  in  this 
grade  is  to  enable  pupils  to  recognize  the  expressions  i,  i,  etc.,  and  to  know  what 
they  mean. 

The  problems  should  be  simple  oral  ones.    For  example : 

Our  flag  has  7  red  stripes  and  6  white  ones.     How  many  stripes  has  it? 

There  are  20  children  in  this  room.  One  rainy  day  i  of  them  were  absent. 
How  many  were  absent? 

Everyday  Arithmetic,  Book  I,  Part  I,  by  Hoyt  and  Peet,  will  be  found  helpful 
to  use  in  connection  with  this  course  of  study.  Also  Efficiency  Arithmetic, 
Primary,  Part  I,  by  Chadsey-Smith. 

Fourth  Grade. 

Suggestions  for  4B. 

(1)  Reading  and  Writing  Numbers  to  100,000.     Dollars  and  cents  in  decimal  form. 

(2)  Counting. 

Continued  as  in  3A  outline. 

(3)  Addition. 

Oral :  Quick  drill,  especially  in  higher  orders. 

Written :  Sums  with  any  number  of  columns  continued.     Apply  simple  tests 

for  accuracy  and  speed  occasionally.    Those  in  Studebaker  practice  tests 

will  be  found  valuable. 


SAN  mECO  STATE  NORMAL  SCHOOt.  61 

(4)   Subtraction. 

Oral :  Quick  drill,  particularly  in  subtracting  by  "cndintrs"  carried  to  higher 
orders : 

57      47      27      87      Z7  etc. 

>_9    —9    _9    —9    —9 


Written :  Apply  simple  tests  frequently  as  suggested  above  for  addition. 

(5)  Multiplication. 

Oral:  Table  completed  through  12  X  12. 

Written :  Multiplicands   with   dollars   and   cents.     Multipliers   of  two  and 

three  figures.     Short  process  of  multiplying  by  10  and  100.    The  zero 

difficulty. 

(6)  Division. 

Oral :  Finding  factors  within  all  the  tables — 

72  -^9,        72  -^  8,        etc. 
Written:  Short  division  with  and  without  remainders.    Use  dividends  of 
dollars  and  cents.     Short  process  of  dividing  by  10  and  100. 

(7)  Measurements. 

Use  of  units  previously  learned.  Mile,  square  inch,  and  foot.  Easy  sur- 
face measurements  if  needed.     Reading  thermometer. 

(8)  Fractions. 

Oral :  Ideas  of  halves  to  tenths,  inclusive.  Comparison  of  halves  with 
fourths  and  eighths;  thirds  with  sixths,  etc.  Finding  fractional  parts  of 
things  and  groups. 

(9)  Terms  and  signs. 

Use  of  those  previously  used  together  with  abbreviations  used  in  measure- 
ments. 

(10)  Problems. 

One-step  problems  involving  whole  numbers  based  on  school  and  home 
experience  of  the  pupils.     Store-keeping  furnishes  most  of  this  material. 

Suggestions  for  4A. 

(1)  Reading  and  writing  numbers  to  1,000,000.     Dollars  and  cents  in  decimal 

form. 

(2)  Counting. 

Continued  as  in  3A  outline. 

(3)  Addition. 

Oral :  Adding  series  of  numbers  given  visually  and  orally. 

Written :  Apply  simple  tests  for  accuracy  and  speed  more  frequently. 

(4)  Subtraction. 

Oral :  Quick  drills  given  orally  and  visually. 

Written :  Apply  simple  tests  for  accuracy  and  speed  more  frequently. 

(5)  Multiplication. 

Oral:  Tables  automatic  if  possible.  

Written :  Multiplicands  with  dollars  and  cents.  Multipliers  with  three  or 
more  places  with  zero  in  tens  place.  Emphasize  short  process  of  multi- 
plying by  10  and  100. 

(6)  Division. 

Oral :  Dividing  numbers  to  50  by  any  number  through  12  with  remainder. 
Written :    Long    division    with    simple    divisors    of    two    places    without 
remainder. 

5-45746 


dl  SAN   DIEGO   STATE  NORMA!.   SCHOOL,. 

(7)  Measurements. 

Review  and  use  of  those  previously  learned. 

(8)  Fractions, 

Oral :  Idea  of  fractional  parts  to  twelfths. 

(9)  Terms  and  signs. 

Use  of  those  already  learned.     Abbreviations  for  any  measurements  learned. 

(10)  Problems. 

Increasing  use  of  store-keeping  as  material  for  simple  one-step  problems. 
Bills  of  goods. 

Required  of  Pupils  at  Close  of  the  Fourth  Year. 

1.  Multiplication  and  division  tables  automatic. 

2.  Multiplication  process  complete. 

3.  Long  division  by  simple  two  digit  numbers:  11,  12,  21,  22,  31,  32,  etc. 

4.  Attainment  of  the  standard  of  accuracy  and  speed  in  addition  and  subtraction 

as  measured  by  the  Courtis  Standard  Research  Tests. 
Addition :  6  attempted,  4  right,  67%  accuracy. 
Subtraction:  7  examples  attempted,  5.6  right,  or  80%  accuracy. 

5.  Problems   arising  from  needed  use   of   standard  measures, — money,   areas   of 

garden  plots,  etc.,  required  in  the  pupils'  projects. 

Suggestions  for  Fourth  Year. 

1.  Be  sure  to  introduce  the  zero  difficulty  in  reading  and  writing  numbers. 
Eliminate  the  use  of  the  word  "and"  in  reading  numbers.  Notice  suggestions 
under  "Third  Grade." 

2.  Beginning  with  this  grade,  those  pupils  who  are  not  making  progress  with 
their  tables  should  receive  individual  attention  and  concentrate  on  their  special 
difficulties.  Try  to  prevent  the  formation  of  such  habits  as  counting  on  fingers, 
whispering  or  saying  any  formula,  or  giving  the  answer  in  wrong  form.  Children 
should  be  taught  to  see  the  result  in  the  most  direct  and  economical  way.  Remem- 
ber that  perfect  oral  work  does  not  transfer  to  the  written  form  perfectly. 

Drill  periods  must  be  short  and  snappy.  Five  to  ten  minutes  daily  will  accom- 
plish standard  results  if  your  practice  is  intelligently  planned,  t.  e.,  has  sufficient 
\ariety  to  hold  the  attention  of  all  during  the  drill  or  game. 

Do  not  expect  to  complete  the  process  of  long  division.  Make  only  an  intelligent 
beginning,  a  good  foundation  for  the  next  grade  to  build  on.  Above  all  things, 
do  not  attempt  more  than  the  standard  degree  of  accuracy  and  speed  in  any  of  the 
four  fundamental  operations. 

Teaching  long  division  is  merely  the  establishment  of  another  mechanical  habit, 
and  is-  therefore  subject  to  all  the  laws  of  habit  making.  Observe  carefully  the 
graduation  of  the  steps.  Use  11,  21,  31,  41,  etc.,  and  12,  22,  32,  42,  etc.,  as  the 
first  two  digit  divisors.  Let  the  first  figure  of  the  dividend  be  divisible  by  the  first 
one  of  the  divisor,  and  so  on.     For  example : 

11/T3T   21/231   21/252   21/672   21/106 


21/1197 

Problems  may  be  read  from  the  printed  text,  blackboard  or  typewritten  sheet. 
Interpret  all  problems  before  solving  them,  to  make  sure  that  the  difficulty  is  not 
one  of  reading  rather  than  mathematics.  Keep  them  simple,  mostly  oral,  and  well 
within  a  child's  experience.    Examples  of  problems  of  this  kind  may  be  found  in 


SAN  DIEGO   STATE  NORMAI,   SCHOOI*. 


63 


Efficiency  Arithmetic  (Primary  Book),  by  Chadsey-Smith,  published  by  Atkinson, 
Mentzer  &  Co.  Everyday  Arithmetic,  by  Hoyt  and  Peet,  Book  I,  Part  II,  is  a 
good  text  to  put  into  the  hands  of  the  children.  The  Studebaker  Economy  Prac- 
tice Tests  can  be  used  to  good  advantage  several  times  a  week. 

Fifth   Grade. 

Suggestions  for  5B. 

(1)  Reading  and  writing  numbers  to  1,000,000.    Dollars  and  cents. 

(2)  Counting. 

Continued  as  in  previous  grades.     Counting  by  12i,  25,  and  50  to  100. 

(3)  Addition  and  Subtraction. 

Oral :  Occasional  quick  drills  in  the  combinations  carried  to  higher  orders : 

29        49        59 
8         8         8       etc. 


Rapid  adding  of  vertical  columns  for  practice  in  recognizing  the  sum. 
6 


.  Adding  from  the  bottom  up,  the  pupil  should  read  7,  13,  21,  27. 


Subtractions  by  endings: 

25  45  65 

_  8       —  8       —  8 


Also  making  of  change  quickly. 

Written:  Practice  with  the  Studebaker  Economy  Practice  Tests  or  similar 
device. 
(4)  Multiplication. 

Oral :  Tables  automatic.     Quick  dictation  of  products : 

146 


X   15 

730 
146 

2190 


»  Should  be  0,  3,  7,  and  6,  4,  1.        0,  9,  1,  2. 


Written :  Multipliers  of  three  and  four  figures.  Multiplicands  of  dollars  and 
cents.  Short  process  of  multiplying  by  10,  100,  and  1,000.  Emphasize  the 
zero  difficulty. 

(5)  Division. 

Oral:  Dividing  numbers  to  100  by  any  number  through   12,  as  2  to  20; 

3  to  30;  4  to  40;  5  to  50,  etc. 
Written :  Review  and  complete  the  process  of  teaching  long  division. 

(6)  Measurements. 

Use  of  those  already  learned  and  the  addition  of  new  ones  as  needed. 


64  SAN   DTIvGO   STATK   NORMAIv   SCHOOI.. 

(7)  Fractions. 

Classification,  reduction,  addition  and  subtraction  of  simple  fractions, 

(8)  Terms. 

Those  used  in  common  fractions  and  measurements. 

(9)  Problems. 

Problems  involving  integers  and  fractions,  the  making  of  problems  from  the 
pupils'  school  and  home  experience. 

Suggestions  for  5 A. 

(1)  Reading    and    writing    numbers    to    1,000,000,000.     Common    fractions    with 

denominators  to  twelfths  and  decimal  fractions  of  two  places. 

(2)  Counting. 

Continued  as  in  5B. 

(3)  Fundamental  operations  with   whole  numbers  practiced  daily  for  about   10 

minutes. 

(4)  Measurements. 

Continued  as  in  5B. 

(5)  Fractions. 

Addition  and  subtraction  continued.  Multiplication  and  division  of  very 
simple  common  fractions. 

(6)  Decimal  fractions. 

Other  uses  than  in  dollars  and  cents  with  which  the  children  are  familiar. 
Addition  and  subtraction  of  decimals  of  two  places.  Multiplication  and 
division  of  decimals,  multiplier  and  divisor  being  an  integer. 

(7)  Problems. 

Problems  growing  out  of  school  or  home  activities  involving  integers,  frac- 
tions and  decimals.  Simple  fractions  in  use  of  recipes  for  candy,  etc.,  and 
in  drawings  for  woodwork  are  suggested. 

Requirements  at  the  Close  of  the  Fifth  School  Year. 

SUMMARY, 

The  reading  and  writing  of  numbers  to  billions;  four  fundamental  operations 
with  whole  numbers,  including  long  division ;  weights  and  measures  learned ;  easy 
problems  in  addition,  subtraction,  and  multiplication  of  fractions.  See  Everyday 
Arithmetic,  Book  II,  Part  III,  pages  28-80.  Efficiency  Arithmetic  (Intermediate), 
pages  51-95. 

Attainment  of  the  standard  of  accuracy  and  speed  in  the  four  fundamental  opera- 
tions with  whole  numbers  as  measured  by  the  Courtis  Standard  Research  Tests : 

Attempted.         Right. 

Addition  8  5.6  or  70% 

Subtraction 9  7.4  or  83% 

Multiplication    8  6     or  75% 

Division    6  5      or  77% 

Suggestions  for  Fifth  Year. 
Pupils    should   be   given   the   Courtis    Standard   Research   Tests,   omitting  long 
division,  some  time  during  the  first  month  of  school,  and  their  performance  judged 
by  the  4A  standard  which  follows  : 

Attempted.         Right. 

Addition  6  4     or  67% 

Subtraction    7  5.6  or  80% 

Multiplication   6  4.6  or  67% 

Division    _._ 4  2.2  or  57% 


SAN   UIKGO   STATU   NORMAI,   SCHOOI,.  65 

This  is  for  the  purpose  of  "taking  stock"  and  appreciating  what  each  child 
needs  to  do  to  attain  the  goal  of  the  5A  standard. 

Daily  practice  of  about  ten  minutes  should  be  given  witii  the  Studebaker  tests — 
each  child  keeping  his  daily  score  as  per  directions.  Strict  attention  should  be 
paid  to  all  children  who  are  not  making  reasonable  progress,  with  a  view  to 
diagnosing  each  case  and  applying  the  remedy  for  the  inaccuracy  or  lack  of  speed. 
In  other  words,  study  the  individual  to  help  him  form  a  correct  habit. 

About  the  midyear  test  the  class  again  to  see  how  far  each  individual  has 
progressed  toward  the  goal  and  at  the  same  time  to  judge  whether  the  teaching 
has  been  efficient  or  not.     At  the  close  of  the  year  test  again. 

Meantime  continue  the  daily  practice  with  the  Studebakers.  If  at  any  time 
your  class  would  appear  to  be  tired  of  the  tests,  give  the  drill  in  some  other  way 
for  a  week  or  so.  In  case  all  the  group  should  be  weak  in  a  certain  operation,  as 
for  example  long  division,  give  the  long  division  tests  in  succession. 

Remember  that  there  must  be  constant  emphasis  upon  the  fundamentals,  because 
all  pupils  should  know  how  to  add,  subtract,  multiply  and  divide  whole  numbers 
as  accurately  and  as  rapidly  as  other  children  of  about  the  same  age.  The  Courtis 
tests  tell  you  whether  your  pupils  are  able  to  do  this  or  not. 

In  5B  begin  long  division  as  if  the  children  had  never  been  taught  it.  During 
the  long  vacation  they  have  forgotten  this  process  for  which  they  have  had  no  use 
whatever.     See  suggestions  for  4A. 

Problems  may  be  read  from  the  text,  blackboard,  notebook,  or  typewritten  sheet. 
Interpret  all  problems  before  solving,  to  be  sure  that  the  children  read  correctly; 
then  most  of  the  difficulties  will  never  exist.  Keep  all  problems  simple  and  well 
within  a  child's  experience.  Work  in  problems  as  well  as  other  phases  will  be 
found  in  Efficiency  Arithmetic  (Intermediate),  by  Chadsey-Smith,  published  by 
Atkinson,  Mentzer  &  Co.  The  fraction  work  in  Everyday  Arithmetic,  by  Iloyt 
and  Peet,  Book  II,  Part  III,  is  particularly  good  to  follow,  and  these  books  should 
be  put  into  the  hands  of  the  children  after  the  subject  has  been  introduced  without 
them. 

Sixth   Grade. 

Suggestions  for  6B. 

(1)  Reading  and  writing  of  large  numbers  in  connection  with  geography,  war 

statistics,  etc. 

(2)  Practice  in  fundamental  operations  three  or  four  times  a  week. 

(3)  Measurements:  Review  tables. 

(4)  Fractions. 

A.  Common :    Review    addition,    subtraction ;    multiplication    and    division 

thoroughly  taught. 

B.  Decimals :  Review  reading  and  writing  of  two  places.    Continue  to  three 

and  four  places. 
Review  addition  and  subtraction.     Continue  work  in  multiplication  and 
division,  using  decimals  as  multipliers  and  divisors.    Develop  rules  for 
pointing  off  in  the  above  inductively. 

(5)  Problems  in  whole  numbers,  fractions  and  decimals,  as  in  finding  averages 

and    grades    in    spelling,    etc.     Simple    business    forms    in    keeping    simple 
accounts. 


66  SAN   DIKGO   STATE  NORMAI,   SCHOOI,. 

Suggestions  for  6 A. 

(1)  Notation  and  numeration  continued  as  in  6B. 

(2)  Four  fundamental  operations  continued  as  in  6B. 

(3)  Measurements :  Continued. 

(4)  Fractions. 

A.  Common:  Reviewed  through  use  in  problems. 

B.  Decimals :  Continued  as  in  6B, 

(5)  Percentage. 

Oral:  Give  per  cents  as  other  form  of  common  or  decimal  fractions.  Per 
cents  of  quantities,  etc.  See  Everyday  Arithmetic,  Book  II,  Part  IV, 
pages  78-84. 

Written :  Finding  per  cents  of  numbers  when  too  difficult  to  do  orally.  See 
Everyday  Arithmetic,  Book  II,  Part  IV,  pages  84-101. 

(6)  Problems :  Continued  as  in  6B. 

Requirements  at  the  Close  of  the  Sixth  School  Year. 

SUMMARY. 

The  reading  and  writing  of  any  whole  numbers,  fractions  and  decimals.  Review 
and  thorough  treatment  of  the  four  fundamental  operations  with  common  and 
decimal  fractions ;  beginnings  of  percentage ;  weights  and  measures ;  and  the 
attainment  of  the  standard  degree  of  accuracy  and  speed  in  the  four  fundamental 
operations  with  whole  numbers  as  measured  by  the  Courtis  Standard  Research 
Tests : 

Attempted.         Right. 

Addition   10  7.3  or  n% 

Subtraction    11  9.3  or  85% 

Multiplication    9  7     or  78% 

Division    8  6.9  or  87% 

Suggestions  for  Sixth  Year. 

Some  time  during  the  first  month  of  the  school  year  the  pupils  should  be  given 
the  Courtis  Standard  Research  Tests,  and  their  performance  in  the  use  of  the  four 
fundamental  operations  with  whole  numbers  be  judged  by  the  5 A  Standard  which 
follows : 

Attempted.         Right. 

Addition 8  5.6  or  70% 

Subtraction    9  7.4  or  83% 

Multiplication    8  6     or  75% 

Division    6  5     or  77% 

Compare  the  average  of  the  class  with  the  above  average  as  well  as  the  score  of 
each  pupil  with  it,  in  order  to  help  him  to  understand  what  he  needs  to  work  on 
to  attain  the  goal  for  the  6A  grade. 

Daily  practice  of  from  8  to  10  minutes  should  be  given  with  the  Studebaker 
tests,  each  child  keeping  his  own  daily  score  as  per  instructions.  The  teacher's 
attention  should  be  directed  particularly  toward  those  pupils  who  are  not  making 
satisfactory  or  reasonable  progress,  with  a  view  to  diagnosing  each  case  and 
applying  the  remedy  for  inaccuracy  or  lack  of  speed.  In  other  words,  study  the 
individual  to  help  him  break  incorrect  habits. 

About  the  middle  of  the  year  test  the  class  again  to  see  how  far  each  individual 
has  progressed  toward  the  goal  and  at  the  same  time  to  judge  whether  the  teaching 
has  been  effective  or  not.    At  the  close  of  the  year  make  a  final  test. 


SAN  DIEGO  STATE  NORMAL  SCHOOI,.  67 

Meantime  continue  the  daily  practice  with  the  Studebakers.  If  at  any  time  the 
ilass  appears  tired  of  this  form  of  practice,  vary  it  by  giving  some  other  examples 
-r  suspending  such  practice  for  a  few  days.  In  case  a  pupil  or  the  whole  group 
should  be  weak  in  a  certain  process,  as  for  example,  addition,  give  the  addition 
tists  in  succession. 

There  must  be  constant  emphasis  upon  the  fundamentai,s  because  ali. 
'  I  piLs  should  know  how  to  add,  subtract,  multiply  and  divide  whole  numbers 

-   ACCURATELY  AND  AS  RAPIDLY  AS  OTHER  CHILDREN  OF  ABOUT  THE  SAME  ACE.      Thc 

*.  ourtis  tests  tell  you  whether  or  not  your  pupils  are  able  to  do  this. 

All  problems  should  be  read  and  interpreted  before  being  solved.  Many  times 
have  the  children  interpreted  some  of  the  problems  in  their  books  without  solving 
them  at  all.  Keep  problems  within  the  child's  experience  as  far  as  possible.  Sug- 
,L:estive  material  may  be  found  in  Efficiency  Arithmetic  (Intermediate),  by  Chadsey- 
Sinith,  published  by  Atkinson,  Mentzer  &  Co.,  pages  178-279. 

Introduce  any  subject  first  without  any  text  in  the  children's  hands.  After  a 
lesson  or  two  without  books,  take  the  Everyday  Arithmetic,  Book  II,  Part  IV, 
which  can  be  given  to  the  children. 

An  article  on  sixth  grade  storekeeping  by  Mrs.  N.  B.  Sebree,  formerly  super- 
visor of  that  grade,  may  be  obtained  in  the  Training  School  Library.  Copies  of 
the  Efficiency  Arithmetic  herein  alluded  to  may  be  obtained  there  also. 

7B  Grade. 

(1)  Test  the  ability  of  the  pupils  in  reading  and  writing  large  numbers  in  con- 
nection with  their  geography  work,  war  statistics,  etc. 

In  this  connection,  cover  the  work  in  Everyday  Arithmetic,  Book  III,  Part  V, 
Chapter  II.    Each  pupil  may  have  a  copy  of  this  book  from  the  T.  S.  Library. 

(2)  Daily  practice  in  fundamental  operations  with  integers  must  be.  continued 
with  all  pupils  who  are  not  above  the  standard  for  their  grade  in  this  particular. 
Use  of  the  Studebaker  practice  tests  several  times  a  week  has  been  found  the  most 
desirable  way  of  conducting  this  practice  so  that  each  individual  shall  receive 
drill  in  the  operation  in  which  he  particularly  needs  it. 

(3)  Review  fundamental  processes  and  fractions  in  Everyday  Arithmetic, 
Book  III,  Part  V,  Chapter  I.  The  teacher  will  find  supplementary  material  in 
Efficiency  Arithmetic  (Advanced),  Chapters  I  and  II.  Apply  at  the  T.  S.  Library 
for  this  book. 

(4)  Review  percentage  in  Everyday  Arithmetic,  Book  III,  Part  V,  Chapters  III 
and  IV.     Supplementary  material  in  Efficiency  Arithmetic,  Chapter  III. 

(5)  Chapters  IV  and  VI  in  Everyday  Arithmetic,  Book  III,  Part  V. 

Suggestions  for  Seventh  Grade. 
Good  as  all  the  practical  problems  in  decimals,  percentage,  etc.,  are,  the  one  out- 
standing fact  is  that  the  world  demands  that  oil  boys  and  girls  should  know  how 
tc  add,  subtract,  multiply  and  divide  whole  numbers  as  accurately  and  as  rapidly 
as  other  children  of  about  the  same  age.  In  order  to  bring  about  this  result, 
follow  this  plan : 

Some  time  during  the  first  month  of  the  school  year  the  pupils  should  be  given 
the  Courtis  Standard  Research  Tests  and  their  performance  measured  by  the  6A 
standard  which  follows : 

Attempted.         Right. 

Addition   10  7.3  or  73% 

Subtraction    11  9.3  or  85% 

Multiplication    9  7     or  78% 

Division    ._ _ 8  6.9  or  87% 


68  SA?r  DIEGO  STATE  NORMAI,  SCHOOIi. 

Compare  the  score  of  each  with  the  above  in  order  to  help  him  to  understand 
what  he  needs  to  work  on  to  attain  the  goal  for  the  7 A  grade. 

Daily  practice  of  from  8  to  10  minutes  should  be  given  with  the  Studebaker 
tests,  each  child  keeping  his  own  daily  score  as  per  instructions  in  the  manual. 
The  teacher's  attention  should  be  directed  particularly  toward  those  pupils  who 
are  not  making  reasonable  progress,  with  a  view  to  diagnosing  the  case  and  apply- 
ing the  remedy  for  the  inaccuracy  or  lack  of  speed.  Help  the  pupil  to  break  any 
incorrect  habits.  Keep  a  record  of  each  child's  progress  on  the  sheets  provided 
for  the  purpose. 

About  the  close  of  the  7B  work  test  the  class  again  with  Courtis  tests  to  see 
how  far  each  individual  has  progressed  toward  the  goal  and  at  the  same  time  to 
judge  whether  the  teaching  has  been  efficient  or  not.  At  the  close  of  the  7A  work, 
test  again  and  judge  performance  by  the  7A  standard,  which  follows : 

Attempted.         Right. 

Addition    11  8.2  or  75% 

Subtraction    12  10     or  86% 

Multiplication 10  8     or  80% 

Division    10  9     or  90% 

Meantime,  daily  practice  with  the  Studebakers  should  be  continued  all  through 
the  7A  Grade.  If  at  times  the  class  appears  tired  of  this  form  of  practice,  vary  it 
by  giving  some  other  examples  or  suspending  such  practice  for  a  few  days  entirely. 
In  case  a  pupil  or  the  whole  group  is  weak  in  a  certain  process,  as  for  example, 
division,  give  the  division  tests  in  succession. 

Emphasize  the  interpretation  of  problems  before  solving  them. 

Introduce  or  review  any  subject  orally  without  the  books  in  the  pupils'  hands. 

7A  Grade. 

(1)  Daily  practice   in   fundamental   operations   with   integers   must  be  continued 

with  all  pupils  who  are  not  above  the  standard  required  for  the  7A  grade. 

See  Suggestions  for  IB  Grade. 

(2)  Everyday  Arithmetic,  Book  III,  Part  V,  Chapters  V,  VII,  VIII  and  IX. 

Suggestions  for  '^A  Grade. 

Instead  of  (2)  it  would  be  an  excellent  plan  to  study  some  phase  of  business 
arithmetic  in  the  dramatic  form,  or  devote  the  time  to  working  out  the  arithmetic 
problems  connected  with  any  projects  which  may  be  in  process  of  development  in 
the  grade. 

Suggestive  material  for  dramatizing  a  business  will  be  found : 

Francis  W.  Parker  School  Year  Book,  Vol.  IV,  June,  1915,  pages  97-103. 
Catalogue  of  the  Francis  Parker  School,  1915-16,  page  74. 

8B  Grade. 

(1)   Daily  practice  in  fundamental  operations  with  integers  must  be  continued  with 
all  pupils  who  are  not  above  the  standard  required  for  the  grade. 


SAN   DlKGO   STATU  NORMA!,   SCHOOI,.  69 

Every  8B  pupil  should  measure  up  to  the  7A  standard  (sec  Suggestions  for  70 
C.rade)  at  the  beginning  of  8B.  At  the  close  of  8A  he  should  be  able  to  measure 
up  to  the  following  as  a  result  of  the  Courtis  tests: 

Attempted.  Right. 

Addition    12  9.1  or  76% 

Subtraction   13  11.3  or  87% 

Multiplication    11  8.9  or  81% 

Division    11  10     or  91% 

For  suggestions  with  regard  to  all  of  the  above,  see  7B  Grade  suggestions. 
(2)  Everyday  Arithmetic,   Book   III,    Part  VI,   Chapters   I-VI.     Supplementary 
work  may  be  found  in  other  arithmetics. 

Suggestions  for  8B  Grade. 

Instead  of  (2)  it  would  be  far  better  to  devote  the  time  to  working  out  the 
nrithmetic  problems  connected  with  any  projects  which  may  be  in  process  of 
development  in  the  grade.  War  problems  in  connection  with  geography  and 
history  would  be  good. 

8A  Grade. 

(1)  Same  as  8B  Grade. 

(2)  Everyday  Arithmetic,  Book  III,  Part  VI,  Chapters  VII-XIII.     Supplemented 

by  work  in  State  text,  especially  the  chapter  on  the  equation. 

Suggestions  for  8 A. 

Instead  of  (2)  work  on  projects,  or  make  a  study  of  San  Diego's  taxing  machin- 
ery, or  study  stocks  and  bonds  in  a  dramatic  way.  See  Elementary  School  Journal, 
December,  1917,  pages  264-267.  Other  suggestive  material  will  be  found  in  Effi- 
ciency Arithmetic  (Advanced),  Part  II,  which  can  be  obtained  in  the  T.  S. 
Library. 

Bibliography. 

\    Foundational   Study   in  the   Pedagogy  of  Arithmetic    (H.   B.   Howell).    The 

Macmillan  Co. 
How  to  Teach  Arithmetic  (Brown  and  Coffman).     Row,  Peterson  &  Co. 
The  Teaching  of  Arithmetic  (Paul  N.  Klapper).     D.  Appleton  &  Co. 
How    to    Teach    Fundamental    Subjects,    Chapter    III     (Kendall    and^   Mirick). 

Houghton-Mifflin  Co. 
The    Psychology    of .  the    Common    Branches,    Chapter    IX    (F.    N.    Freeman). 

Houghton-Mifflin  Co. 
Motivation  of  School  Work,  Chapter  IX  (H.  B.  and  G.  M.  Wilson).    Houghfon- 

Mifflin  Co. 
Teaching   Elementary    School    Subjects,   Chapters    IX   and   X    (L.   W.   Rapeer). 

Chas.  Scribner's  Sons. 


70  SAN  DI^GO   STAT^  NORMAI,   SCHOOI,. 

GEOGRAPHY. 

VINNIE   B.   CLARK,   Supervisor  of   Geography. 

The  purpose  in  formulating  the  following  course  of  study  is  to  furnish  an  out- 
line for  teachers  who  have  no  time  for  constructive  planning. 

The  aim  of  the  course  is  to  suggest  the  presentation  and  use  of  geographical 
material  in  ways  that  will  form  good  geographical  habits  with  special  reference 
to  their  use  in  life  both  in  a  cultural  and  in  a  practical  or  economic  fashion. 
Cognizance  is  taken  of  the  fact  that  a  very  large  majority  of  the  pupils  will  have 
no  further  opportunity  to  study  this  subject  either  in  the  high  school  or  in  the 
university  or  college. 

In  planning  the  course  the  main  task  has  been  one  of  elimination.  There  is  no 
attempt  to  study  each  continent  from  an  elementary  and  later  from  a  more 
advanced  point  of  view ;  neither  has  there  been  an  attempt  to  study  a  large  number 
of  the  countries  of  the  earth.  The  ones  of  greatest  international  importance  and 
those  of  closest  interest  to  us  are  stressed;  but  through  the  habits  cultivated  it  is 
hoped  that  the  pupils  will  be  able  to  learn  intelligently  of  the  others  as  they 
become  the  center  of  international  or  personal  interest. 

The  elements  of  social  geography  (manners  and  customs),  and  of  industrial 
geography,  occupy  the  greater  part  of  the  time,  but  some  of  the  fundamental 
principles  of  economic  geography  form  a  part  of  the  work  of  the  upper  grades. 
Locational  geography  is  not  taught  as  an  end  in  itself,  but  it  is  used  as  a  daily 
tool  in  all  grades  with  a  realization  that  comparative  position  is  an  important 
factor  in  the  interpretation  of  geographical  facts.  Physical  geography,  too,  is  not 
taught  in  any  given  part  of  the  course,  but  in  each  grade  those  topics  are  developed 
which  are  needed  in  explanation  of  the  subjects  under  discussion,  as,  for  instance, 
vulcanism  is  explained  when  the  class  is  studying  a  region  of  volcanic  activity, 
and  the  formation  of  a  delta  is  studied  when  the  class  is  studying  a  prosperous 
agricultural  community  or  large  city  which  is  the  outgrowth  of  delta  conditions. 

Beginning  in  the  fifth  grade  there  is  definite  correlated  instruction  in  climatic 
control  of  geographical  factors,  but  most  of  meteorology  and  climatology  is  alto- 
gether too  scientific  for  introduction  into  the  elementary  curriculum. 

In  each  grade,  the  children  are  expected  to  add  to  their  geographical  vocabulary, 
learning  the  new  terms  as  they  have  use  for  them.  More  than  one-fourth  of  the 
time  is  devoted  to  the  study  of  local  and  United  States  geography  in  recognition 
of  the  fact  that  that  most  closely  touches  the  pupils'  lives.  A  small  amount  of  the 
subject  matter  is  chosen  because  it  is  especially  interesting  to  children.  Some  is 
chosen  for  culture,  whether  it  has  or  has  not  direct  economic  bearing.  The  work 
as  outlined  constantly  furnishes  excellent  material  for  correlation  in  industrial  arts, 
language  and  literature. 

The  course  of  study  is  so  arranged  that  it  represents  the  logical  development  of 
the  subject  matter,  but  not  necessarily  the  order  in  which  the  topics  are  studied  in 
each  particular  grade.  The  subject  matter  is  arranged  as  it  appears  below  in 
order  that  the  student  teacher  may  be  aided  in  seeing  it  in  its  entirety.  The  order 
-of  presentation  is  constantly  changed,  being  adapted  to  each  particular  group  of 
children  and  to  the  texts  and  other  materials  and  opportunities  available  at  the 
time. 

As  the  aim  in  making  the  course  is  to  make  geography  function  in  life,  the 
eighth  grade  work  deals  with  the  interpret«ition  of  those  current  events  which  are 
based  wholly  or  largely  on  geographical  laws.  This  is  the  spirit  of  the  "new 
geography." 


SAN  DI«GO  STATE  NORMAI,  SCHOOI..  71 

he  course  represents  a  transitory  stage,— one  step  in  the  adaptation  of  the 
II  subject  to  the  best  interests  of  modern  development.     It  is  hoped  that  before 
..iiy  have  read  this  outline  that  we  shall  have  reached  the  next  step — a  better 
adaptation. 

Third  Grade. 

The  work  of  this  year  includes  local  geography  and  stories  of  child  life  in  other 

lands.    The  topics  in  local  geography  seek  to  begin  the  interpretation  of  maps  and 

H's  through   the  association   of  known   places   and   map   symbols.    This   map 

k  precedes  the  study  of  child  life,  so  that  the  children  may  use  their  knowledge 

Kips  in  determining  the  relative  positions  of  the  countries  under  discussion. 

,  lie  greater  portion  of  the  time  is  devoted  to  stories  of  other  countries.  It  is 
not  intended  that  all  classes  shall  study  all  of  the  countries  which  are  included  in 
the  list  below,  but  that  a  suitable  selection  shall  be  made  for  each  group  of 
children.  The  aims  of  this  portion  of  the  work  are  to  arouse  interest  in  the 
manners  and  customs  of  other  people  through  the  story  form,  and  so  to  broaden 
the  child's  interest,  also  to  give  an  idea  of  the  world  as  a  whole. 

The  climate  and  topography  of  a  region  are  not  taught  as  subjects  in  themselves, 
but  only  as  factors  in  determining  the  life  and  activities  of  the  inhabitants.  There 
is  no  attempt  made  to  have  the  children  fully  understand  life  responses,  or  to 
generalize ;  but  they  acquire  details  which  will  find  their  places  later  when  the 
principles  of  geography  are  more  fully  developed. 

Through  the  class  work  interest  in  geography  is  stimulated  and  the  children  are 
introduced  to  books  which  they  may  read  in  their  library  reading  and  at  home. 
The  bibliography  below  furnishes  a  list  of  books  from  which  the  children  may 
choose.  Every  stimulation  is  given  to  this  outside  readiiig,  and. pupils  are  also 
encouraged  to  subscribe  to  the  magazine  "Everyland,"  as  it  is  particularly  adapted 
to  children's  interests. 

I.  Introductory  local  geography. 

A.  Points  of  compass, — at  San  Diego,  map  of  schoolroom,  map  of  school 

block,  map  of  San  Diego,  globe,  use  of  compass. 

B.  San  Diego  and  its  environs, — 

1.  San  Diego  bay, — uses,  meaning  of  bay. 

2.  Pacific  ocean.    . 

3.  Point  Loma,  meaning  of  peninsula. 

4.  Coronado  islands,  meaning  of  island. 

5.  Coronado,  meaning  of  land-tied  island. 

6.  Strand,  development  of  sandbar,  use;  sand  dunes. 

7.  Jetty,  construction,  use;  fog  horns. 

8.  Buoys,  piers,  wharf,  Dutch  Flats. 

9.  Lighthouses,  use;  life  in;  other  kinds;  supported  by  whom. 
10.  Sand  table  problems. 

C.  Mission  Valley  (Trip  to  Mission  Cliff  Gardens)— Characteristics  of  valley 

floor  and  upland,   formation  of  valley  and  side  canyons,  the  river  in 
summer  and  winter,  ground  water  and  wells. 

D.  Day  and  night. 

II.  Child  life  in  other  lands. 

A.  Eskimos  (Alaska) — Primitive  people  of  high  latitude.  Winter  and  sum- 
mer homes,  dress,  food,  boats,  dog  teams  and  sleds ;  musk  ox,  walrus, 
seals,  salmon,  bear,  reindeer;  northern  lights;  Indians,  white  people; 
farming  in  summer;  volcanic  activity. 


n 


SAN  DII-GO   STATIC  NORMA!,   SCHOOIv. 


B.  Pygmies, — Primitive  people  of  low  latitude. 

Appearance,  dress,  houses,  food,  nature  of  people,  weapons,  pastimes; 
forests  of  central  Africa. 

C.  Holland, — Temperate  lowland. 

Dikes,  canals,  windmills;  rural  life,  houses,  dress,  markets,  dog  carts, 
sports;  dairying,  raising  of  tulips,  truck  gardens,  fishing. 

D.  Switzerland, — Free  mountainous  country. 

Playground  of  Europe;  rural  life,  homes,  stables,  dress,  food,  herders, 
haying,  carving ;  life  in  city,  clocks  and  watches ;  mountains  and  glaciers, 
mountain  passes,  St.  Bernard  dogs,  tunnels,  winter  and  summer  sports : 
schools. 

E.  Mexico, — Our  nearest  neighbor. 

Life  on  hacienda,  the  rich  and  the  peons,  dress,  schools,  food,  pulque; 
desert  vegetation,  henequen ;  life  in  city,  markets,  national  sports,  festival 
days ;  tropical  vegetation,  bananas,  coconuts ;  trip  to  a  silver  mine. 

F.  Japan, — Oriental  island  empire. 

People,  homes,  manners,  street  scenes,  method  of  travel,  games,  festival 
days,  schools;  tea,  fishing,  silk,  rice,  unusual  plant  life,  as  cherry  trees, 
wistaria,  lotus,  chrysanthemums. 


Third   Grade   Geography:    Japanese    Home   and   Garden. 


G.  Philippine  Islands, — Our  island  possessions. 

People,  homes,  food,  schools,  water  buffalo,  sports,  manila  hemp;  a  day 
in  Manila. 

H.  Arabia, — Nomadic  people. 

Homes  and  journeyings  on  desert;  oases,  dates,  clothing,  food;  chil- 
dren's playthings,  schools  of  the  cities ;  camels,  ostriches,  horses. 

I.  France, — A  country  of  great  present  interest. 

Village  life,  homes,  dress,  ways  of  living;  child  life  in  Paris,  markets,] 
Eiffel  Tower,  underground  tubes ;  manufacture  of  silk,  of  perfume ;  | 
vineyards,  chateau  life;  schools,  fairs.  -  ; 

J.  Child  life  in  United  States. 

Winter  and  summer  sports  in  eastern  and  western  United  States  and 
in  northern  and  southern  United  States. 


SAN   DIKGO   STATU  NORMAT,  SCHOOL.  73 

Bibliography. 

Frye.     New  Geography.     Bk.  I,  pages  1-72.     Ginn  &  Co. 

.'\nclrews.     Seven  Little  Sisters.     Ginn  &  Co. 

Chance.     Little  Folks  of  Many  Lands.     Ginn  &  Co. 

Shaw.    Big  People  and  Little  People  of  Many  Lands.     New  York  Book  Co. 

Perkins.    The   Twin    Series — Eskimo,   Dutch,   Belgian,   French,   Japanese,   Irish, 

Mexican.     Houghton-Miflflin  Co. 
Smith.     Holland  Stories.     Rand-McNally  &  Co. 
Smith.     Eskimo  Stories.     Rand-McNally  &  Co. 
Grover.    The  Overall  Boys  in  Switzerland.     Rand-McNally  &  Co. 
Grover.     The  Sunbonnet  Babies  in  Holland.     Rand-McNally  &  Co. 
Ohnstead  &  Grant.     Ned  and  Nan  in  Holland.     Row,  Peterson  &  Co. 
Burks.     Barbara's  Philippine  Journey.     World  Book  Company. 
Little;    Francisco  the  Filipino.     American  Book  Co. 
Button.     School  Children  the  World  Over.    F.  A.  Stokes  &  Co. 
Youth's  Companion.     The  Wide  World.     Ginn  &  Co. 
Youth's  Companion.     Under  Sunny  Skies.     Ginn  &  Co. 
Youth's  Companion.     Toward  the  Rising  Sun.     Ginn  &  Co. 
Youth's  Companion.     Strange  Lands  Near  Home.     Ginn  &  Co. 
Youth's  Companion.     Northern  Europe.     Ginn  &  Co. 

References  for  the  Teacher. 

The  Little  Cousin  Series.     Page  Co. 

Little  People  Everywhere — Series.     Little,  Brown  &  Co. 

Peeps  at  Many  Lands — Series.    A.  &  C.  Black,  London.    The  Macmillan  Co. 

George.     Library  of  Travel.     A.  Flanagan. 

Carpenter.     Geographical  Readers.     Set — American  Book  Co. 

Tolman  &  Hart.    Around  the  World.    Bks.  I,  H,  HI,  IV.     Silver,  Burdett  &  Co. 

Morris.     Home  Life  in  All  Lands.     Lippincott. 

Headland.     The  Chinese  Boy  and  Girl.     Revell  Co. 

Wade.     Dolls  of  Many  Lands.     W.  A.  Wilde  Co. 

Fourth  Grade. 

This  year's  work  teaches  the  geography  of  California  and  of  the  United  States 
through  the  geography  of  San  Diego. 

The  aims  are:  (1)  to  encourage  the  pupil's  power  of  observation;  (2)  to 
develop  the  questioning  attitude  and  so  to  lead  to  an  intelligent  attitude  of  mind ; 
(3)  to  gain  some  insight  into  the  relation  of  the  home  city  to  the  other  parts  of 
the  United  States ;  (4)  to  furnish  a  certain  amount  of  first-hand  knowledge  which 
will  form  a  background  in  interpreting  conditions  in  other  parts  of  the  world; 
and  (5)  to  teach  children  how  to  acquire  information  from  books. 

In  the  development  of  many  of  the  subjects  the  most  important  source  of 
information  is  found  in  the  trips  to  local  points  of  interest.  These  should  be, 
preferably,  class  exercises.  The  second  important  source  of  information  is 
various  kinds  of  pictures.  Books  form  a  third  source,  and  information  furnished 
by  the  teacher  in  story  form  the  last.  It  is  as  the  first  sources  predominate  over 
the  last  that  the  work  is  considered  vital. 

In  handling  subjects  which  are  correlated  with  an  excursion,  the  work  falls  into 
three  distinct  parts :  first,  the  preparation  for  the  trip ;  second,  the  trip ;  and  third, 
a  discussion  of  the  trip  with  additional  teaching  and  a  general  summary.  Taking 
the  subject  of  Wheat,  (Topic  XIII  in  outline)  as  an  illustration,  the  preparation  for 


74  SAN   DIEGO   STATE   NORMAIv   SCHOOIv. 

the  trip  consists  in  a  study  of  the  conditions  of  growth,, stories  of  harvesting  anc 
preparation  for  the  market  as  outlined  under  A.  Each  child  is  then  provided 
with  the  following  questions  which  the  children  read  and  discuss  in  class  in  ordei 
that  each  child  may  know  what  to  look  for  on  the  trip. 

FLOUR  MUX. 

1.  Where  did  the  mill  get  the  wheat? 

2.  How  was  the  wheat  brought  to  San  Diego? 

3.  How  was  the  wheat  put  into  the  storage  bins? 

4.  Discuss  the  storage  bins. 

5.  What  is  first  done  to  make  wheat  into  flour? 

6.  What  are  middlings? 

7.  How  is  the  flour  sifted?     How  many  times  is  it  sifted?     Why  is  it  sifted? 

8.  What  is  bran? 

9.  What  is  whole  wheat? 

10.  What  is  graham? 

11.  How  is  the  flour  put  into  sacks? 

12.  What  sizes  of  sacks  are  used? 

13.  Why  does  the  man  who  sews  up  the  sacks  have  a  magnet? 

14.  What  are  the  chief  markets  for  this  flour? 

15.  What  advantage  is  there  in  the  location  of  this  factory? 

16.  How  is  corn  meal  made? 

MACARONI   FACTORY. 

1.  From  what  is  macaroni  made? 

2.  How  is  the  dough  kneaded? 

3.  How  is  it  molded?     How  dried? 

CRACKER  FACTORY. 

1.  Of  what  are  crackers  made? 

2.  How  is  the  dough  set? 

3.  How  is  the  dough  kneaded? 

4.  Explain  how  the  crackers  are  rolled  and  cut. 

5.  How  are  they  baked?     Packed? 

6.  To  what  other  cities  are  these  crackers  shipped? 
After  the  trip  the  questions  are  answered  in  class. 
Both  in  the  preparation  for  the  trip  and  in  the  discussion,  the  children  are  aided 

in  getting  their  own  material  and  information  from  their  texts  and  from  other 
books. 

In  developing  subjects  which  are  not  correlated  with  excursions,  the  acquisition 
of  information  falls  into  five  parts:  first,  information  furnished  by  any  child's 
experience  gained  in  local  observation  or  travel ;  second,  information  found  in  the 
text,  which  is  usually  very  meagre;  third,  that  given  by  a  child  in  the  form  of  a 
special  report  prepared  as  library  work;  fourth,  that  told  or  read  to  the  class  by 
the  teacher;  and  fifth,  that  acquired  from  pictures  which  are  used  in  explanation 
with  the  first  four  sources. 

As  an  illustration  of  the  development  of  such  a  subject,  take  Topic  IV— 
Irrigation  and  Water  supply.  First,  questions  to  be  answered  from  the  children's 
knowledge : 

1.  How  do  you  irrigate  your  gardens?     Why? 

2.  How  are  citrus  groves  irrigated? 
.3.  From  where  does  the  water  come? 

4.  Describe  Sweetwater  Dam  and  other  dams  in  the  back  country. 


SAN  DIEGO  STATE  NORMAI,  SCHOOI,.  75 

5.  Where  are  dams  built? 

6.  Why  do  we  have  dams? 

7.  Why  is  irrigation  necessary? 

8.  The  children  should  then  add  any  personal  knowledge  they  have  of  any  other 

irrigated  region. 

9.  Who  has  lived  in  a  region  in  which  irrigation  is  not  necessary?    Describe. 
The  children's   texts  do  not  furnish   additional  material   on  this   subject,  but 

l'\iirbank's  "Western  United  States"  furnishes  material  for  the  teacher. 

In  summarizing,  the  children  should  see  that  irrigation  is  common  to  the 
western  states  but  not  to  the  eastern,  should  know  why  so  much  of  the  western 
part  requires  it,  should  understand  why  the  area  of  irrigated  land  is  increasing 
rapidly  and  the  part  that  the  government  takes  in  development  projects. 

The  subjects  in  this  year's  work  are  so  selected  that  they  are  directly  related  to 
the  children's  lives,  most  of  them  dealing  with  their  food,  clothing  or  homes.  The 
details  of  manufacturing  of  even  familiar  objects  are  generally  omitted,  stress 
being  laid  on  the  simple  processes  of  our  industrial  and  agricultural  life.  Attention 
is  here  given  to  physiographic  controls,  and  at  the  end  of  the  year's  work  the 
children  should  have  some  knowledge  of  the  main  physiographic  provinces  of 
North  America  in  regard  to  their  extent,  characteristic  features  and  climate,  and 
the  effect  of  these  upon  life,  both  plant  and  animal,  and  upon  human  activities. 

Various  forms  of  motor  work  are  used,  having  for  their  purpose,  first,  the 
developing,  systematizing  and  rounding  out  of  the  subject  matter;  second,  the 
increasing  of  the  interest  by  making  the  work  more  playful  and  at  the  same  time 
more  concrete;  and,  third,  the  developing  of  ideas.  The  motor  work  includes 
such  types  as  making  of  product  belt  maps,  sand  table  problems,  scrapbooks,  paper 
cutting,  posters  and  the  making  of  collections. 

As  in  the  third  grade,  the  children  are  encouraged  to  supplement  their  school 
work  by  reading  along  geographical  lines.  Attractive  books  are  called  to  their 
attention  in  class  and  then  permitted  to  circulate  under  the  guidance  of  the 
geography  teacher.  These  books  are  on  the  subjects  studied  in  class,  but  also  on 
any  geography  subjects  of  special  interest  to  children.  In  order  to  sustain  the 
world  interest  developed  in  the  third  grade,  and  also  to  prepare  the  children  for 
the  more  intensive  work  on  the  continents  later,  the  grade  is  furnished  with  the 
current  numbers  of  three  monthly  magazines,  the  National  Geographic  Magazine, 
Travel,  and  Everyland. 

In  order  that  the  reading  of  these  magazines  may  be  directed,  a  weekly  assembly 
of  the  entire  fourth  grade  is  held.  The  time  is  devoted  to  music,  reading  and 
geography.  During  this  time  children  give  reports  on  magazine  articles,  and  also 
on  trips  which  they  have  taken  or  of  which  they  have  knowledge  from  their 
families. 

Outline  of  Subject  Matter.     (40  weeks.) 

I,  Trip  to  Old  Town, — site  of  old  San  Diego;  olive  industry,  citrus  fruits, 
cacti;  sand  table  problem  (out  of  doors  if  possible). 
II.  Trip  to  Fort  Rosecrans  and  the  new  lighthouse. 

III.  Interpretation  of  maps  of  San  Diego  County;  automobile  maps  for  each 

child,  location  of  places  already  known. 

IV,  Irrigation  and  water  supply,  in  this  region ;  contrast  with  regions  of  heavier 

rainfall, 
V.  Balboa  Park   (Trip  to  Zoo), — gift,  purpose,  uses;  city  parks  in  general; 
compare  with  national  parks,  Yosemite,  Yellowstone,  Grand  Canyon  of 
Colorado. 


76  SAN   DIKGO   STATE   NORMATv   SCHOOIv. 

VI.  Transportation,  by  land  and  water. 
VII.  The  fish  industry. 

A.  Of  San  Diego  (trips  to  piers,  market  and  canneries), — tuna,  albacorc, 

yellowtail,  sardines,  lobsters,  turtles,  etc. 

B.  Of  west  coast  and  Alaska, — salmon,  herring. 

C.  Of  east  coast, — cod,  oysters. 
VIII.  Fruits. 

A.  Figs. 

B.  Grapes, — raisins,  table  grapes. 

C.  Prunes,  apricots,  peaches,  etc. 
IX.  Nuts, — walnuts,  almonds,  pecans. 

X.  Truck  gardening, — its  relation  to  a  city. 
XI.  Lumber  industry,  of  San  Diego  (a  trip  to  mill),  of  the  Northwest,  of  New 
England,   of   the    South ;    paper   making ;    purpose   of    National    Forests, 
conservation ;  shipbuilding. 
XII.  Imperial  Valley. 

A.  Formation. 

B.  Irrigation. 

C.  Industries. 

1.  Dates, — introduction  from  Asia,  conditions  of  growth,  varieties, 

harvesting  crop,  marketing,  food  value. 

2.  Cotton   (the  subject  of  cotton  is  introduced  here,  but  is  taught 

for  the  cotton  belt  at  the  same  time), — regions,  conditions  of 
growth,  ginning,  baling,  manufacturing,  use  of  water  power, 
products  from  cotton  seeds. 

3.  Poultry. 

4.  Melons  and  cantaloupes, — marketing. 

5.  Stock  raising.     (These  industries  in  Imperial  Valley  are  used  to 

introduce  the  subjects.  Discussions  of  these  industries  in  the 
regions  where  they  are  more  important  follow.) 

a.  Hogs, — method  of  raising,  regions,  reasons. 

b.  Cattle, — ranching,  regions,  reasons. 

f.  Sheep, — life  of  a  flock  of  sheep,  regions,  reasons. 

d.  Difference  between  cattle  and  sheep  ranches. 

e.  Transportation  to  meat  packing  centers, — work  at  packing 

houses,  refrigerator  cars. 
/.  Export  trade, — live  animals,  fresh  meat,  canned  and  smoked 
products. 

g.  Wool, — shearing,   cleaning,  baling,   transportation,   spinning, 

carding,  weaving. 
h.  Hides, — tanning,  uses. 
i.    Horses  and  mules, — main  regions. 

6.  Alfalfa. 
XIII.  Wheat. 

A.  Raising  of  wheat. 

1.  In  West. 

2.  In  Central  States, — life  on  a  farm,  sowing,  harvesting,  threshing, 

marketing. 

B.  Trip  to  flour  mills,  cracker  factory  and  macaroni  factory. 

C.  Flour, — making,  uses,  substitutes,  marketing. 

D.  Wheat  belt, — its  relation  to  other  parts  of  the  United  States  from  an 

economic  point  of  view. 


SAN  DIEGO  STATE  NORMAI,   SCHOOr,.  T! 

E.  Milling  centers, — Minneapolis,  Buffalo. 

F.  Transportation  routes  for  export  to  foreign  countries. 

G.  Importance  as  a  food  in  this  country  and  in  other  countries. 
XIV.  Corn, — maize  or  Indian  corn.     (This  would  be  included  in  a  trip  to  the 

flour  mills.) 

A.  Uses. 

1.  As  a  food  to  man. 

2.  As  a  food  for  stock. 
a.  Hogs. 
h.  Milch  cows  and  cattle. 

3.  Other  uses. 

B.  Corn  belt. 
XV.  Kaffir  corn  and  other  sorghums. 

XVI.  Rye,  barley,  oats. 

XVII.  Rice, — conditions  of  growth,  regions,  preparation  for  market. 
XVIII.  Dairying, — trip  to  dairy,  work  of  a  separator,  making  butter,  making  of 
cheese,  making  of  ice,  a  dairy  farm,  dairying  in  main  dairy  states, 
market  for  dairy  products. 
XIX.  Sugar. 

A.  Beet, — conditions  of  growth,  regions  producing,  refining  centers. 

B.  Cane, — conditions  of  growth,  regions,  by-products,  refining  centers 
as  San  Francisco,  New  Orleans,  Philadelphia. 

C.  Maple. 

D.  Honey. 

E.  Importance  of  sugar. 
XX.  Tobacco, — trip  to  cigar  factory,  study  of  method  of  manufacture,  con- 
ditions of  growth,  main  regions,  main  markets  as  Louisville,  Ky. 

XXI.  Petroleum, — how  formed,  drilling,  regions,  products. 
XXII.  Coal, — method  of  mining,  miners,  kinds,  coal  fields,  relation  to  manufac- 
turing, other  uses,  coke. 

XXIII.  Iron, — important  regions,  mining,  transportation  to  coal  fields,  pig  iron, 
iron  and  steel  products,  Pittsburg,  Birmingham. 

XXIV.  Copper,  gold  and  silver  treated  by  the  same  method  as  iron  and  coal. 
XXV.  Onyx  and  granite, — quarrying,  uses,  comparison  of  buildings  in  regions 

having  building  stone  and  those  without  it. 
XXVI.  Semi-precious  stones  of  San  Diego  County, — trip  to  mine  exhibit. 
XXVII.  Type  cities, — New  York,  San  Francisco,  Washington, 
CXVIII.  Summary. 

A.  Climate. 

1.  Difference  between  north  and  south. 

2.  Difference  between  east  and  west. 

B.  Physiography, — compare  density  of  population  and  products  of  the 
plain  and  mountain  states. 

C.  Main  regions  for  manufacturing,  mining  and  farming. 

Bibliography. 

BOOKS   FOR  CHILDREN. 

Frye.    New  Geography.    Bk.- 1,  pages  75-177. 
Shillig.    The  Four  Wonders.    Rand-McNally  &  Co. 
Hall.    Weavers  and  Other  Workers.    Rand-McNally  &  Co. 
Button.    In  Field  and  Pasture.    American  Book  Co. 

6-45740 


78  SAN   DIEGO   STATE  NORMAI,  SCHOOL. 

Mott  and  Button.    Fishing  and  Hunting.    American  Book  Co. 

Tappan.    The  Farmer  and  His  Friends.    Houghton-Mifflin  Co. 

Chamberlain.     How  We  Are  Fed.     The  Macmillan  Co. 

Chamberlain.     How  We  Are  Clothed.     The  Macmillan  Co. 

Chamberlain.     How  We  Are  Housed.     The  Macmillan  Co. 

Chamberlain.     How  We  Travel.     The  Macmillan  Co. 

Tolman  and  Hart.     Around  the  World.     Bk.  IV.     Silver,  Burdett  &  Co. 

Fairbanks.     Geography  of  California.     Whitaker. 

Chase  and  Clow.     Stories  of  Industry.     Bks.  I  and  II.     Educational  Publishing  Co. 

Fairbanks.     Rocks  and  Minerals.     Educational  Publishing  Co. 

Fairbanks.     Stories  of  Mother  Earth.     Educational  Publishing  Co. 

Carpenter.     How  the  World  Is  Fed.     American  Book  Co. 

Carpenter.     How  the  World  Is  Clothed.     American  Book  Co. 

Carpenter.     How  the  World  Is  Housed.     American  Book  Co. 

BOOKS   FOR  THE  TEACHER. 

Companion  Series.  Our  Country  East.  Perry  Mason  Co. 
Companion  Series.  Our  Country  West.  Perry  Mason  Co. 
Companion    Library.     The    Great    Lake    Country,    Along   the    Atlantic,    In    New 

England,  On  the  Plains,  On  the  Gulf,  etc.     Perry  Mason  Co. 
Rocheleau.     Great  American  Industries.     (3  volumes.)     Flanagan. 
Carpenter.     North  America.     American  Book  Co. 
Crissey.    The  Story  of  Food.     Rand-McNally  &  Co. 
Freeman  and  Chandler.     World's  Commercial  Products.     Ginn  &  Co. 

For  additional  references  for  the  teacher's  use,  see  the  bibliography  for  7B. 

Fifth  Grade. 

The  aims  of  this  year  are:  (1)  to  develop  correct  habits  of  study;  (2)  to  teach 
the  correct  use  of  geographical  materials;  (3)  to  cultivate  logical  thinking  through 
constant  relation  of  cause  and  effect,  and  also  to  cultivate  a  logical  and  correct 
expression  of  the  same;  (4)  to  develop  a  desire  to  travel;  (5)  to  furnish  a  certain 
amount  of  information  to  aid  in  intelligent  living. 

The  work  includes  the  study  of  South  America,  Australia,  and  Asia.  South 
America  is  selected  as  the  first  continent  for  intensive  work,  first,  because  it  is  the 
continent  in  which  the  effect  of  physiographic  and  climatic  controls  on  human 
activities,  products  and  commerce  is  most  clearly  and  simply  shown;  and,  second, 
because  of  its  rapidly  increasing  relations  with  the  United  States.  Australia 
repeats  many  of  the  same  geographical  laws,  and  Asia  introduces  the  more  com- 
plicated physiographic  conditions  as  well  as  the  more  difficult  climatic  conditions 
of  the  temperate  zone.  In  studying  each  of  these  continents  the  main  topics  are 
the  manners  and  customs  of  the  people,  the  products  supplied  to  the  United  States 
or  to  other  parts  of  the  world,  and  also  those  commodities  which  are  handled  as 
imports.    The  interdependence  of  temperate  and  tropical  countries  is  developed. 

The  topics  given  under  each  continent  are  suggestive,  the  work  being  adapted, 
increased,  diminished  or  modified  in  various  ways  for  successive  groups  of  chil- 
dren. The  list  of  reference  books  aims  to  furnish  a  variety  of  books  large  enough 
to  meet  the  tastes  of  the  different  children,  and  also  to  be  adequate  in  number  for 
the  class. 

In  this  grade  training  in  the  following  subjects  is  begun  as  the  need  for  each 
one  of  them  arises : 

I.  Latitude  and  longitude. 

Latitude  is  taught  thoroughly  before  beginning  longitude. 


SAN  DIEGO  STATE  NORMAI,  SCHOOL.  79 

II.  Zones. 

III.  Doldrums,  trade  winds,  horse  latitudes,  westerlies.  The  subject  of  winds  is 
taught  by  itself,  and  each  belt  is  also  emphasized  where  it  is  the  controlling 
factor  in  the  subject  under  discussion. 

Order  of  procedure. 

A.  Characteristics  of  doldrum  belt. 

B.  Trades. 

1,   approximate   extent   of   each   belt;   2,   causes;   3,   migration; 

4,  location  in  South  America  and  world. 

C.  Horse  latitudes. 

D.  Westerlies. 

IV.  Use  of  index. 

V.  Use  of  scale  of  miles. 
VI.  Use  of  legend. 
VII.  Use  of  pronouncing  gazetteer. 
VIII.  Use  of  reference  books. 

Outline  of  Subject  Matter. 
South  America.     (20  weeks.) 

I.  Climate  (taught  as  a  factor  of  control). 
II.  Topography. 

A.  Highlands, — Andes  mountains,  Brazilian  highlands,  Guiana  highlands. 

B.  Valleys  and  rivers, — Amazon,  Orinoco,  Paraguay,  Parana,  La  Plata. 

III.  People,  government,  and  languages  (relation  to  history). 

A.  Native  Indians, — Incas,  Tehuelches,  Onas,  Yaghans,  Caribs. 

B.  Negroes.    • 

C.  Whites. 

IV.  Vegetation  zones  (taught  in  connection  with  other  subjects). 

A.  Tropical  forests. 

B.  Grassy  regions, — Campos  of  Brazil,  Llanos  of  Venezuela,  Pampas  of 

Argentina,  Gran  Chaco  (parklike). 

C.  Deserts. 

1,  Dry  desert, — Atacama  (nitrate  of  soda). 

2.  Cold  desert. 
V.  Plant  products. 

Tropical,— rubber,     coffee,     Brazil     nuts,     coconuts,     vegetable     ivory, 

Panama  straw  hats,  cacao,  bananas,  manioc. 
Temperate, — wheat,  corn,  flaxseed,  mate. 
VI.  Animal  products, — cattle  and  sheep  and  related  products. 
VII.  Mineral  products,— nitrate  of  soda,  guano,  tin,  asphaltum,  copper,  emeralds, 

diamonds. 
VIII.  Animals. 

A.  Domesticated, — llama,  vicuna,  alpaca,  guanaco. 

B.  Wild. 

IX.  Commerce, — reasons  for  exportation  of  raw  products  and  importation  of 

manufactured  articles. 
X.  Trade  routes,— land  and  water,  causes  for  lack  of  ample  railroads. 
XI.  Possible   excursions,— tire   company,   wholesale   grocery,   jewelry  and  gem 

stores,  municipal  pier. 


80  SAN  DIEGO  STATE  NORMAI,  SCHOOI,. 

XII.  Suggestive    motor    work,— beasts    of    burden,    methods    of    transportation 
(especially    types  of  boats),  types  of  homes,  weapons,  Argentine  ranch 
scene,  Carib  or  other  Indian  village,  rubber  plantation,  etc.    The  motor 
work  furnishes  material  for  correlation  with  industrial  arts. 

Bibliography. 
Texts. 

Frye.     New  Geography.    Book  I,  pages  178-189.    Ginn  &  Co. 

Allen.     Geographical  and  Industrial  Studies,  South  America.     Ginn  &  Co. 
Reference  books  and  magazines. 

National  Geographic  Magazine.    Washington,  D.  C. 

Pan  American  Union.    Washington,  D.  C. 

The  South  American  Magazine.    310  Lexington  avenue.  New  York  City. 

Everyland  Magazine.     160  Fifth  avenue.  New  York  City. 

Bowman.     South  America.     Rand-McNally  &  Co. 

Carpenter.     South  America.     American  Book  Co. 

Carpenter.     South  America.     Advanced.    American  Book  Co. 

Freeman  and  Chandler.    World's  Commercial  Products  (pictures).    Ginn  &  Co. 

Chamberlain.    Home  and  World  Series.    The  Macmillan  Co. 

Coe.     Our  American  Neighbors.     Silver,  Burdett  &  Co. 

Youth's  Companion.    Strange  Lands  Near  Home.     Ginn  &  Co. 

Wade,  etc.     Cousin  Series, — Brazil,  Argentina,  Panama.     Page  Co. 

Australia.     (5  weeks.) 
I.  Position  and  size. 
II.  Topography,  Continental  Border,  and  Barrier  Reef. 

III.  Climate.     (Review  winds.) 

IV.  Animals. 

A.  Native, — causes  of  peculiarity,  varieties. 

B.  Imported, — sheep,  cattle. 
V.  Plants. 

A.  Native, — varieties,  types  of  commercial  value. 

B.  Imported, — cereals. 
VI.  People. 

A.  Aborigines. 

B.  Europeans.     (Relate  to  history.) 
VII.  Minerals, — gold. 

VIII.  Pearl  fisheries. 
IX.  Government  aid  in  industries  and  education. 
X.  Trade  routes. 

A.  Oceanic, — Melbourne,  Sydney,  Adelaide. 

B.  Railroad, — transcontinental  roads,  Perth. 
XI.  Tasmania. 

XII.  New  Zealand, — compare  with  Australia. 
XIII.  East  Indies, — general  location  and  character  of  products. 

Bibliography. 
Fox.     Peeps  at  Many  Lands — Australia.    A.  &  C.  Black. 
Nixon.    Our  Little  Australian  Cousin.    Page  Co. 
Carpenter.    Austraha.    American  Book  Co. 
Herbertson.    Australia  and  Oceania.    A.  &  C.  Black. 
Kellogg.    Australia  and  Islands  of  the  Sea.     Silver,  Burdett  &  Co. 
National  Geographic  Magazine.    Washington,  D.  C. 
Asia.    World  and  Its  People.    Book  VII.    Silver,  Burdett  &  Co. 


SAN   DIKGO   STAT$  NORMA!,   SCHOOI,.  81 

Asia.     (15  weeks.) 
Introduction. 
Eurasia. 
Size  in  comparison  with  other  continents. 
Comparison  in  size  of  Asia  and  Europe. 
Boundary  line  between  Asia  and  Europe. 

I.  Topography,  coastline,  review  of  zones  with  deductions  as  to  climate  and 
products. 
II.  Philippine  Islands. 

A.  Location,  number,  topography,  climate. 

B.  People  (relate  to  history), — natives,  Spanish,  Americans,  others. 

C.  Manners  and  customs, — homes,  dress,  religion,  etc. 

D.  Education. 

E.  Products, — Manila  hemp. 

F.  Development  of  islands  with  American  aid. 

III.  Japan. 

A.  Position,  topography  (Fujiyama),  climate. 

B.  Manners  and  customs, — homes,  gardens,  shops,  dress,  games,  school, 

farm  life,  religion,  pagodas. 

C.  Industries. 

1.  Agriculture, — rice,  tea,  silk,  bamboo. 

2.  Fishing. 

3.  Mining, — coal. 

4.  Manufacturing, — textiles,  lacquer,  basketry,  pottery,  toys,  paper, 

lumber. 

D.  Density  of  population  and  necessity  for  territorial  expansion. 

E.  Korea. 

F.  Merchant  marine. 

G.  Modern  improvements, — telegraph,  telephone,  railroads. 

IV.  China. 

A.  Size  and  topography. 

B.  Climate, — include  floods. 

C.  History, — isolation,    Great    Wall,    Grand    Canal,    curious    inventions, 

ancient  buildings. 

D.  Manners     and    customs     (China    proper), — ceremonial    life,    homes 

(include  house  boats),  dress,   foods,   primitive  methods   of  work, 
methods  of  travel,  education  and  religion. 

E.  Industries. 

1.  Agriculture, — tea,  rice,  silk,  millet,  cotton. 

2.  Mining, — future  of. 

3.  Manufacturing, — textiles,  brick  tea,  paper. 

4.  Fishing. 

F.  Density  of  population, — effect  on  labor. 

G.  Manchuria. 
H.  Thibet. 


82  SAN   DIEGO   state:  NORMAI.   SCHOOIv. 

V.  India. 

A.  Comparative  size. 

B.  Topography, — Himalayas,  plains,  plateau. 

C.  Climate, — special  reference  to  monsoons. 

D.  Density  of  population  as  related  to  plenty  and  famine. 

E.  Relation  to  England. 

F.  People. 

1.  Manners  and  customs, — old  and  new. 

a.  Castes. 

b.  Homes. 

c.  Foods.     (Mainly  vegetable  diet.)     See  religion. 

d.  Dress. 

e.  Religion, — of   the    Hindus,   with   scenes   on   Ganges   and   at 

Benares ;  Mohammedanism,  with  scenes  at  Delhi. 
/.  Education. 
g.  Travel. 

G.  Industries. 

1.  Agriculture, — wheat  and  other  cereals,  cotton,  tea  (reference  to 

Ceylon),  rubber  (reference  to  Ceylon),  coffee. 

2.  Lumbering, 

3.  Manufacturing. 

H.  Government    improvements, — railroads,    schools,    postal    system,    tele- 
graph, electric  power,  factories. 
I.  Commerce, — Calcutta,  Bombay. 
VI.  Siberia. 

A.  Possibilities  in  the  future. 

1.  Resources, — agricultural,  mineral,  forest. 

B.  Needs  for  development, — government,  education,  transportation. 
VII.  Holy  Land. 

A.  Present  scenes. 

B.  Relation  to  Christianity, — Bethlehem,  Jerusalem,  Jordan  River,  Dead 

Sea,  Sea  of  Galilee. 
VIII.  Oriental  rugs, — Turkoman,  Persian,  Kirghiz. 

Bibliography. 
Texts. 

Carpenter.     Asia.     American  Book  Co. 

Allen.     Geographical  and  Industrial  Studies  of  Asia.     Ginn  &  Co. 
References. 

Huntington.     Asia.     A  Geographical  Reader.     Rand-McNally  &  Co. 

Redway.     All  Around  Asia.     Scribner's  Sons. 

Youth's  Companion  Series.     Toward  the  Rising  Sun.     Perry  Mason  Co. 

Little   Cousin    Series.     Chinese,    Korean,   Japanese,    Arabian,    Indian,    Hindu, 
Persian,  Armenian,  Jewish,  Siamese.     L.  C.  Page. 

Peeps  at  Many  Lands  Series.     Japan,  Ceylon,  Burma.     A.  &  C.  Black. 

McDonald  &  Dalrymple.     Ume  San  in  Japan.     Little,  Brown  &  Co. 

Headland.     Chinese  Boy  and  Girl.    F.  H.  Revell. 

Holland.    Things  Seen  in  Japan.    E.  P.  Dutton. 

Scidmorc.     Jinrikisha  Days  in  Japan.     Harper  Bros. 

Fink.     Lotus  Time  in  Japan.     Scribner's  Sons. 


SAN   DIEGO   STATIC   NORMA!,   SCHOOI,.  S3 

Sixth  Grade. 
EUROPE. 
The  aims  in  the  sixth  grade  are  the  same  as  those  which  govern  the  work  in 
the  fifth  grade.  In  these  two  years  each  continent  is  taken  up  separately  as 
preparation  for  more  intensive  work  on  North  America.  As  in  the  fifth  grade, 
in  studying  each  country  special  emphasis  is  laid  on  the  manners  and  customs  of 
the  people.  This  leads  to  a  discussion  of  the  various  nationalities  which  have 
emigrated  to  the  United  States.  Special  distinctive  industries,  the  reasons  for  the 
same,  and  their  relation  to  the  United  States,  are  of  the  next  importance.  Great 
manufacturing  industries  which  are  common  to  most  of  the  great  countries  of 
the  world  receive  less  attention.  Art  and  architecture  are  discussed  in  so  far  as 
tlicy  affect  the  life  of  the  people. 

Topics  and  book  reports  are  important  parts  of  the  work.  The  topical  reports 
are  short,  are  given  by  individual  children  before  the  entire  class,  are  on  the 
Mihject  or  country  which  the  class  is  studying  at  the  time,  cover  material  found 
ill  reference  books  instead  of  in  the  texts,  and  have  as  their  chief  aim  the  increas- 
ing of  interest  by  furnishing  additional  explanatory  material.  These  topics  are 
generally  selected  by  the  teacher,  and  outlines  are  given  to  the  children  to  aid 
l>otli  in  their  preparation  and  in  giving  the  report  before  the  class. 

One  book  report  is  given  each  week  by  some  child.  The  bibliography  indicates 
1)  »oks  which  may  be  used.  Generally  a  book  is  selected  which  is  not  directly 
associated  with  the  class  work  but  which  is  interesting  from  a  child's  point  of  view. 
Iceland,  or  Finland,  from  "Peeps  at  Many  Lands  Series,"  "Our  Little  Bohemian 
Cousin,"  and  "Dutch  Days"  are  illustrations  of  good  books.  An  outline  for  the 
book  report  is  also  given  to  the  child  to  help  him  in  selecting  the  important  parts. 
Reports  on  articles  in  the  National  Geographic  Magazine  are  given  during  the 
same  period. 

Europe.     (1  year.) 

I.  Eurasia, — review   position,   relative   size,   coast   line,   topography,   drainage, 
climatic  belts. 

II.  Europe  as  a  whole. 

A.  Location, — value  of  lying  in  temperate  zone,  proximity  to  Asia  and 

Africa,  relation  to  western  hemisphere. 

B.  Coast  line. 

C.  Topography. 

D.  Vegetation    zones,— tundras,    steppes,    temperate    forests,    subtropical 

forests. 

E.  The  position,  topography,  coast  line  and  climate  of  each  country  is 

studied  when  that  country  is  taken  up.  They  are  taught  as  the 
factors  determining  all  human  activities,  and  so  the  development  of 
nations. 

III.  France. 

A.  Coast   line    and    seaports,— Bordeaux,    Havre,    Cherbourg,   Brest,    St. 

Nazaire,  Nantes,  Calais,  Marseilles.  Note  how  recent  events  have 
brought  some  of  these  ports  into  prominence. 

B.  Climate,— importance  of  westerlies,  difference  between  northern  and 

southern  France,  comparison  with  other  countries  in  same  latitude. 

C.  People, — in  rural  districts  of  southern  and  northern  France,  in  Paris. 

D.  Industries,— agriculture,  dairying,  vineyards  and  wine  industry,  graz- 

ing, fishing,  mining;  manufacture  of  silk,  cotton,  wool,  iron  and 
steel,  porcelain,  gloves,  lace,  imitation  jewelry,  etc. 

E.  Paris  and  Versailles. 


84  SAN  DIEGO  STATE  NORMAI,  SCHOOI,. 

IV.  Belgium. 

A.  Position  with  respect  to  other  European  countries  and  to  main  ocean 

routes. 

B.  Industries, — relation  of  present  progress  in  reconstruction  to  former 

important  industries. 

C.  Density  of  population, — ^pre-war  and  present. 
V.  Holland. 

A.  Topography, — hilly  regions  and  their  value,  plains,  reclamation  of  land 

in  past  and  future. 

B.  People, — life  in  rural  districts,  in  cities. 

C.  Occupations, — agriculture,  dairying,  raising  of  bulbs,  truck  gardening, 

making  of  pottery,  diamond  cutting  and  other  manufacturing. 

D.  Important  cities, — Hague,  Amsterdam,  Rotterdam. 
VI.  Germany. 

A.  Resources, — mineral,  agricultural,  forest. 

B.  Development  of  manufacturing. 

C.  Political  parts  of.     See  current  events. 
VII.  Austria-Hungary. 

This  country  should  be  studied  in  relation  to  the  varied  types  of  people 
who  made  up  the  old  Austria-Hungary:  Magyars,  Slavs,  Germans,  etc. 
This  will  naturally  lead  to  the  discussion  of  the  regrouping  and  location 
of  the  various  peoples  as  determined  by  the  Versailles  Peace  Conference. 
This  readjustment  from  the  old  to  the  new  can  be  best  brought  out 
through  the  making  of  two  maps  by  the  individual  members  of  the  class, 
the  first  representing  the  former  political  parts  and  the  second  represent- 
ing the  new  boundaries  when  determined.  Special  attention  is  given  to 
the  manners  and  customs  of  the  Magyars,  Bohemians  and  Servians,  as 
being  topics  on  which  material  suitable  for  children  may  be  found. 
VIII.  Italy. 

A.  Climate  in  comparison  with  California. 

B.  People, — life  in  rural  districts,  in  cities. 

C.  Agricultural  products, — compared  with  Southern  California;  raising  of 

chestnuts. 

D.  Industries, — marble,  mosaics,  fishing,  manufacturing,  dairying. 

E.  Typical  cities, — Rome,  Naples,  Venice. 
IX.  Spain  and  Portugal. 

A.  People, — life  in  rural  districts,  in  cities. 

Spanish  customs  in  southwestern  United  States. 

B.  Industries, — reasons  for  backward  condition. 

C.  Typical  cities, — Lisbon,  Oporto,  Madrid;  Barcelona. 

D.  Special  topics, — Gibraltar;  Granada  and  the  Alhambra. 

X.  British   Isles, — Meaning  of   Great  Britain,   United   Kingdom,   British   Isles, 
British  Empire. 

A.  Ireland, — rural  life,  round  towers,  Blarney  Castle,  Lakes  of  Killarney, 

peat  bogs,  linen  industry,  shipbuilding.  Giant's  Causeway,  etc. 

B.  Scotland, — life  of  the  people,  collie  dogs,  heather,  sheep  raising,  ship- 

building, mining. 

C.  England. 

1.  People, — life  in  rural  England. 

2.  Industries, — manufacturing  of  cotton,  wool,  steel,  toys,  mining  of 

coal  and  iron,  agriculture,  fishing. 


SAN  DIEGO  STATE  NORMAI<  SCHOOI,.  85 

3.  Commerce, — imports  and  exports. 

4.  Colonies, — the  commercial  relation  of  England  to  each  of  her 

larger  colonies. 

5.  Transportation, — railroads,  canals,  merchant  marine. 

6.  London. 

XI.  Russia.  The  following  outline  may  be  used,  providing  that  Russia  remains 
as  in  1914,  or  may  apply  to  any  remaining  portion.  Any  part  which 
is  set  up  as  an  independent  country  should  be  treated  separately. 

A.  Area, — comparison  with  United  States. 

B.  Vegetation  zones  and  resources  of  each, — tundras,  forest  belt,  agricul- 

tural belt,  black  earth  region,  steppes  or  the  pastoral  belt. 

C.  Mineral  resources, — petroleum,  coal,  iron,  platinum,  precious  stones, 

etc. 

D.  Fishing  resources, — Arctic,  Baltic,  Black  Sea,  Caspian  Sea. 

E.  Life  in  rural  districts. 

F.  Government  as  it  has  affected  the  people,  general  lack  of  education, 

poverty,    democratic   spirit   as    exemplified   in   local   representative 
bodies. 


Geography:   Model  of  project  to  be  made  by  children. 

G.  Transportation,— railroad    mileage    in    proportion    to    area,    Trans- 
Siberian  Railroad,  Murmansk  Railroad,  Archangel  Railroad. 
XII.  Norway  and  Sweden. 

A.  Position,  coast  line,  topography. 

B.  Climate, — compared  with  others  in  same  latitude. 

C.  The  midnight  sun. 

D.  Manners  and  customs, — of  Norway,  of  Sweden. 

E.  Characteristic  scenery. 

F.  Main  industries, — of  Norway,  of  Sweden. 

XIIL  Denmark.     Its  development  into  a  great  agricultural  country. 
XIV.  Switzerland. 

A.  Position  in  Europe,  topography. 

B.  Rural    life, — homes,    pastoral    industries,    dairying,    wood    carving, 

embroidery. 

C.  Glaciers  and  other  types  of  scenery. 

D.  Mountain  passes  and  tunnels. 

E.  Industries, — watch  making,  nitrate  industry. 


86  SAN   DIEGO   STATE   NORMAIv   SCHOOI,. 

XV.  Greece.    Type  cities, — Athens  and  Salonika. 
XVI.  Turkey.     Constantinople, — scenes  in  that  city. 

Bibliography. 
Texts. 

Tarr  &  McMurry.     Advanced  Geography.     State  text. 
Allen.     Industrial  Studies  of  Europe.     Ginn  &  Co. 
Carpenter.    Geographical  Reader.    Europe.    American  Book  Co. 
Reference  books. 

Blaich.    Three  Industrial  Nations.    American  Book  Co. 
Herbertson.    Europe.     Clarendon  Press. 

George.     Little  Journey  Series, — Scotland  and  Ireland,  France  and  Switzer- 
land, England  and  Wales,  Holland,  Belgium  and  Denmark,  Italy  and  Spain, 

etc.,  etc.     Flanagan. 
Little  Cousin  Series, — Scotch,  Irish,  English,  Russian,  French,  Belgian,  Dutch, 

Danish.    L.  C.  Page  &  Co. 
Peeps   at   Many  Lands   Series, — Wales,    Scotland,   London,   France,    Iceland, 

Denmark,   Sweden,  Russia,   Hungary,  Finland,   Ireland,   Holland,   Norway, 

etc.     A.  and  C.  Black. 
Little   People  Everywhere  Series.     Donald  in  Scotland,  Kathleen  in  Ireland, 

Marta  in  Holland,  Gerda  in  Sweden,  Boris  in  Russia,  Rafael  in  Italy,  Josefa 

in  Spain.     Little,  Brown  &  Co. 
King.     Northern  Europe.     Lothrop. 
Cole.     Modern  Europe.     Silver,  Burdett  &  Co. 

De  Groot.    When  I  Was  a  Girl  in  Holland.    Lothrop,  Lee  and  Shepard. 
Hall.    Dutch  Days.     Moffat,  Yard  &  Co. 
.     Ambrosi.     When  I  Was  a  Girl  in  Italy.     Lothrop,  Lee  and  Shepard. 
Irving.    Alhambra. 

7B  Grade. 

NORTH    AMERICA. 

The  work  of  the  seventh  grade  is  devoted  to  the  study  of  North  America,  the 
greater  portion  of  the  time  being  given  to  the  United  States.  The  work  consists 
of  the  working  out  of  certain  problems  and  is  very  frequently  correlated  with  the 
work  in  English  and  in  arithmetic.  The  time  devoted  to  any  one  problem  varies 
from  one  week  to  six  weeks,  and  the  problem  is  sometimes  a  class  and  sometimes 
an  individual  one.  The  subjects  for  discussion  are  so  selected  that  they  arouse 
the  pupil's  interest  in  the  development  and  growth  of  the  United  States,  and  also 
in  the  relation  of  the  United  States  to  other  nations. 

Some  of  the  problems  which  have  been  studied  are :  Shipbuilding,  the  work  of 
the  U.  S.  government  in  reclamation  of  land,  establishment  of  national  parks  and 
forests,  the  Weather  Bureau,  the  place  of  immigrants  in  industry,  infant 
industries,  the  commerce  on  the  Great  Lakes,  transcontinental  railroads,  the  chief 
exports  and  imports  of  the  United  States,  our  trade  with  South  America,  the 
mineral  resources  of  Canada  and  of  Mexico  compared  with  those  of  the  United 
States,  the  railroads  and  natural  resources  of  Alaska,  the  geographical  factors 
determining  growth  of  the  large  cities,  and  the  development  of  waterways  in  the 
United  States. 


SAN  DIfiGO  STATE  NORMA!,  SCHOOL.  87 

Bibliography. 

Southworth  and  Kramer.    Great  Cities  of  the  United  States.    Iroquois  Pub.  Co. 

Hotchkiss.    Representative  Cities  of  the  United  States.     Houghton-Mifflin  Co. 

Allen.     Industrial  Studies  of  United  States.     Ginn  &  Co. 

McMurry.     Type  Studies  from  United  States  Geography.     The  Maoniillan  Co. 

r.laich.    Three  Industrial  Nations.    American  Book  Co. 

McMurry.     Larger  Types  of  American  Geography.    The  Macmillan  Co. 

Mills.     Searchlights  on  Some  American  Industries.     McClurg. 

v'^uiith.     Commerce  and  Industry.     Holt  &  Co. 

v'^mith.     Industrial  and  Commercial  Geography.     Holt  &  Co. 

1  )i  yer.     Elementary  Economic  Geography.    American  Book  Co. 

I'.i shop  and  Keller.     Industry  and  Trade.     Ginn  &  Co. 

The  New  International  Year  Book.    Dodd,  Mead  &  Co.,  New  York  City. 

v'^iatistical  Atlas  of  the  United  States.     Census  Bureau,  Washington,  D.  C. 

World  Almanac.     Press  Publishing  Co.     New  York  City. 

I'.  S.  Agricultural  Yearbook.     Department  of  Agriculture,  Washington,  D.  C. 

Mineral  Resources  of  Canada.     Department  of  Mines,  Ottawa,  Canada. 

-Mineral  Resources  of  United  States.     Department  of  Interior,  Washington,  D.  C. 

Trade  of  the  United  States:  Imports,  Part  I;  Exports,  Part  II.    Department  of 

Commerce,  Washington,  D.  C. 
Ccography  of  the  World's  Agriculture.     Department  of  Agriculture,  Washington, 

D.  C. 

8B  Grade. 

THE   GEOGRAPHY  OF  CURRENT  EVENTS. 

The  first  six  weeks  is  given  to  a  study  of  mathematical  geography,  the  following 
topics  being  discussed:  Solar  system,  movements  of  the  earth,  zones,  seasons, 
length  of  daylight,  latitude,  longitude,  standard  time,  phases  of  the  moon,  and 
eclipses  of  the  sun  and  moon. 

The  remainder  of  the  time  is  devoted  to  the  geography  of  current  events. 
The  problems  studied  differ  each  year,  but  the  outlines  below  indicate  some  of  the 
types  of  work. 

I.  New  boundary  lines  in  Europe. 

A.  The  old  parts  of  Austria-Hungary.  , 

B.  The  Czechoslovaks, — economic  resources  of  Bohemia,  etc. 

C.  The  Jugoslavs. 

D.  Ukraine, — its  peoples  and  resources. 

E.  Poland. 

F.  Finland. 

G.  Lithuania. 

H.  The  former  kingdoms  in  Germany. 
II.  The  food  of  the  war. 

Wheat,  corn,  barle}'-,  rye,  oats,  rice,  sugar,  potatoes,  beef,  pork,  mutton,  fish, 
beans,  butter,  cheese,  condensed  milk,  eggs. 

In  developing  the  above  topics,  each  of  the  following  was  discussed:  The 
amount  produced  by  each  country,  the  amount  formerly  consumed  by 
each  country,  the  relation  of  the  supply  of  the  United  States  to  the 
world's  supply,  and  the  relation  of  the  world's  needs  to  the  world's 
supply. 


88  SAN  DIEGO  STATE  NORMAI,  SCHOOI,. 

III.  Food  conservation  necessitated  by  the  war. 

To  emphasize  the  need  of  conservation  each  child  made  an  illustrated  book 
on  foods  which  should  be  eaten,  foods  which  should  not  be  eaten, 
substitutes  for  sugar,  substitutes  for  wheat  and  substitutes  for  meat. 

Newspapers  and  current  magazines  will  suggest  topics  of  future  geographical 
importance,  and  the  class  work  will  consist  in  the  interpretation  of  those  events. 
The  readjustments  in  Europe  will  furnish  commercial  and  economic  problems;  the 
econornic  development  of  China  will  probably  furnish  excellent  international 
topics;  the  trade  of  the  United  States  always  furnishes  excellent  material,  and 
many  less  important  questions  will  add  zest  to  the  work.  There  is  always  an 
abundance  of  topics  rather  than  a  dearth. 


Dolls  dressed  by  eighth  grade  geography  class. 


«  SAN   DIKGO  STATK  NORMAI,  SCIIOOI,.  89 

I  NATURE  STUDY  AND  AGRICULTURE. 

L        WILLIAM   T.    SKILLING,    Supervisor;    ETHEL   CUNNINGHAM,   AMifUnt 
le  Purpose  of  Nature  Study. 
•A  very  large  part  of  the  environment  of  every  child  is  or  should  be  nature. 
o  interest  him   in   this   environment  and   to  teach   him   how   to   interpret  his 
surroundings  is  the  work  of  the  nature  study  lesson.    There  can  be  no  doubt  that 
l)roper  study  of  nature  will  give  the  child  more  zest  in  the  enjoyment  of  his 
natural  environment  and  make  him  more  observant  and  thoughtful. 

Principles  Which  Guide  in  the  Selection  of  Material. 

The  future  seems  very  far  removed  to  the  mind  of  a  little  child,  and  there  is 
need  for  an  immediate  object  of  interest.  His  pets,  the  wild  flowers  among  which 
he  plays,  and  the  quick-growing  vegetables  of  his  garden  are  proper  objects  of 
his  study.  As  he  grows  older  the  goal  to  which  his  interest  is  directed  may  be 
advanced  a  little  into  the  future.  He  can  now  be  interested  in  learning  the 
principles  of  gardening,  for  he  has  the  hope  of  learning  how  to  make  a  good 
garden  of  his  own  at  home.  Or,  his  desire  to  make  a  mineral  collection  may  be 
.1  sufficient  stimulus  upon  which  to  base  a  study  of  mineralogy.  A  little  further 
along,  the  boy  begins  to  look  forward  toward  manhood  and  the  girl  toward 
womanhood.  This  forward  look  of  the  boy  and  girl  ^ives  the  teacher  an 
opportunity  to  substitute  future  aims  for  those  of  the  immediate  present. 

With  the  coming  of  this  changing  view  of  life  (say  in  the  eighth  grade)  should 
come  a  change  in  both  the  aims  and  the  methods  of  nature  study.  For  the  boys, 
topics  of  economic  importance  such  as  agriculture,  electricity,  mechanics,  etc., 
should  be  substituted  for  the  merely  cultural  subject  matter  of  the  lower  grades. 
Physiology  and  hygiene,  including  social  hygiene,  though  necessary  in  all  grades, 
should  find  their  fullest  development  in  the  upper  grades,  where  the  growing 
desire  for  manly  strength  furnishes  the  necessary  motivation. 

With  girls  the  economic  sense  is  not  so  strong,  but  their  growing  interest  in 
the  well-known  womanly  qualities,  love  of  beauty  and  of  home  making,  suggests 
an  opportune  time  for  hygiene,  domestic  science  and  ornamental  gardening. 

Arrangement  of  Subject  Matter  by  Grades. 

Up  to  the  sixth  grade  it  has  been  thought  best  to  utilize  a  great  variety  of  topics, 
for  interest  can  not  be  sustained  without  novelty.  But  as  the  children  become 
older  a  more  definite  sequence  in  subject  matter  becomes  possible.  As  the  nursery 
rhyme  period  of  childhood  gives  way  to  the  serial  story  period,  the  purely  observa- 
tional period  of  nature  study  should  give  way  to  a  more  consecutive  study  of  some 
given  subdivision  of  nature. 

The  name  "nature  study"  may  advantageously  be  dropped  at  about  the  sixth 
grade,  and  such  terms  as  "agriculture,"  "elementary  science,"  etc.,  be  used  instead. 

Localizing  important  phases  of  nature  study  at  some  definite  place  in  the  school 
course  is  likely  to  be  productive  of  better  teaching  than  if  portions  of  each  phase 
are  distributed  indiscriminately  throughout  the  curriculum.  Their  segregation 
enables  us,  also,  to  place  them  in  their  proper  sequence  relative  to  the  needs  of 
the  developing  child. 


90  SAN   DIEGO   STATE  NORMAI,   SCHOOI,. 

Pedagogical  references. 

The  Teaching  of  Science.     Trafton.     Houghton-Mifflin  Co. 
Teaching  Elementary  School  Subjects.     Rapeer  and  others.     Scribner's  Sons. 
Teaching  the  Common  Branches.     Charters.     Houghton-Mifflin  Co. 
Agricultural    Education    in    the    Public    Schools.     Davis.     The   University    of 

Chicago  Press. 
The  Teaching  of  Agriculture.     Nolan.    Houghton-Mifflin  Co. 
Natural  Education.     Stoner.    The  Bobbs-Merrill  Co. 

Grades  1-4. 

A.  Aims, — to  develop  the  child,  not  to  give  information. 

I.  Individual. 

1.  To  get  the  child  out  of  doors.  : 

2.  Contact    v^ith    and    knowledge    of   environment    through    accurate 

observation  and  reasoning  from  such  observation. 

3.  Inspiration  from  beauties  and  wonders  of  nature. 

4.  Use  of  vacation  time. 
II.  Social. 

Making  of  more  effective  citizens. 

B.  Methods. 

I.  Studying  of  living  material  in  natural  environment  where  possible. 
II.  Living    material    in    school    room    for    class    discussion,    and    close 
observation. 

III.  Collection  and   preservation   of  specimens, — as   seeds,   cocoons,   shells, 

minerals. 

IV.  Garden  planting, — all  grades  at  school. 
Encourage  home  planting. 

V.  Have  a  flower  show,   each  grade  being  assigned  a  certain   flower  to 

raise  at  home  and  for  later  exhibition.     Seed  to  be  furnished  children. 

Not  what  a  child  grows  so  much  as  assumption  of  responsibility  to  be 

the  chief  consideration. 

VI.  Pet  exhibit, — each  child  to  bring  his  pet,  be  able  to  tell  how  to  care 

for  it,  etc. 
VII.  Familiarize  child  with  excerpts  from  literature  relative  to  nature  study 
topics. 

C.  Materials. 

I.  Animals. 

1.  Wild. 

2.  Tame. 

3.  Aquatic. 

II.  Seeds  and  plants. 

III.  Insects. 

IV.  Birds. 

1.  Land. 

2.  Water. 

V.  Inanimate  nature. 

1.  Weather. 

2.  Sky  study. 

3.  Rocks. 

4.  Magnets. 


SAN  DIEGO  STATE  NORM  At  SCHOOL.  91 

D.  General  method. 

In  all  grades  where  possible  make  use  of  any  material  brought  by  the 
children.  Make  use  also  of  the  child's  knowledge  of  this  material.  Watch 
closely  the  interests  of  the  group  and  modify  all  outlines  to  meet  its  need. 
Each  grade  is  assigned  the  care  of  some  animal.  Definite  trees,  flowers  and 
birds  are  studied  in  each  grade  through  outdoor  observation.  Encourage 
the  children  to  collect  seeds,  insect  eggs  and  cocoons,  that  life  cycles  may  be 
observed.  Insect  cages  and  aquaria  of  specified  grades  should  be  available 
for  all  grades.     For  animal  study  observe : 

1.  Method  of  food  getting. 

2.  Method  of  protection. 

3.  Caring  for  young. 

4.  Relation  to  man. 

Grade  I. 

A.  Animal  Life. 

I.  Fish, — aquarium  for  goldfish  in  room.  See  "Nature  Study  Review," 
April,  1918,  for  making.  Children  assist  in  its  preparation  and 
assume  entire  care  of  fish.  Observations  of  adaptation  of  body  to 
swimming  and  breathing.  During  study  of  "Sea  People,"  have  sea 
life  aquarium  and  sand  table  beach,  to  be  arranged  by  children  from 
their  own  collections  as  far  as  possible.  Individual  mounts  of 
seaweed  and  shells. 
II.  Birds. 

1.  Pigeon. 

2.  Blackbird. 

Recognition  and  outdoor  study  of  each.  Pigeons  later  to  be 
brought  into  school  room  for  closer  observation.  Note  calls, 
flight,  coloring  of  each.    Tell  of  nests.     Read  stories  of  each. 

B.  Plant  Life. 

I.  Vegetable  garden.    Children  to  plant  and  care  for  garden.    Teach  needs 
of   plants, — moisture,    cultivation,     sunshine,.       Encourage    class    in 
observing  all  that  is  happening  in  the  garden.     Teach  earth  worm 
as  friend  of  garden. 
II.  Flowers. 

1.  Nasturtium. 

2.  Geranium. 

To  be  recognized  and  enjoyed  growing  and  in  class  room.  Seed  of 
nasturtium  planted,  cuttings  of  geranium  rooted  to  take  home. 

3.  Wild  flowers  enjoyed  through  field  trips.     Teach  conservation  in 

gathering, — also  artistic  arrangement. 
III.  Trees. 

1.  Palms. 

2.  Pepper. 

Through  field  trips,  also  by  branches  brought  into  school  room, 
learn  recognition  of  trees.  Discover  pepper  trees  with  flowers 
only,  with  flowers  and  berries. 

3.  Native  shrub  to  be  studied,  and  planted  on  campus. 


-92  SAN  DIEGO  STATE  NORMAI,  SCHOOI,. 

Grade  II. 

A.  Animal  Life. 

I.  Fresh  water  aquarium  in  school  room.     Stock  with  snails,  water  boat- 
man, etc.    See  suggestions  for  first  grade. 
II.  Guinea   pigs.      Care   of  school  guinea  pigs.     Observe  habits.     Teach 
cleanliness  of  housing  and  feeding.    Also  teach  regularity  of  care. 

III.  Cat. 

Begin  with  an  observation  lesson.  Let  one  or  two  pupils  bring  pet 
kittens  and  a  little  milk.  Notice  manner  of  drinking.  Discuss  kinds 
of  food  most  liked  by  cats.  Probably  their  taste  for  fish  and  game 
is  inherited  from  wild  ancestors.  Notice  that  the  teeth  are  especially 
fitted  for  tearing. 

Keep  in  the  dark  for  a  while  and  observe  form  and  size  of  pupils. 
Notice  that  the  pupil  slits  are  vertical  (as  in  all  the  cat  tribe), 
enabling  cats  to  look  down  from  trees  more  easily,  and  up  into  the 
tree  when  on  the  ground. 

Study  means  of  defense  and  protection  (ability  to  fight,  climb,  etc.). 
Notice  how  the  cat  is  fitted  for  getting  food.  Observe  its  cleanly 
habits,  and  use  it  as  an  object  lesson  to  the  children  in  cleanliness. 

As  in  the  study  of  all  domestic  animals,  strive  to  cultivate  in  the  hearts 
of  the  children  a  kindly  feeling  for  anything  dependent  upon  us 
as  these  animals  are. 

IV.  Birds, — observe  as  in  first  grade. 

1.  Linnet. 

2.  Sparrow. 

B.  Plant  Life. 

I.  How  plants  work  for  man. 

1.  Seeds  and  their  holders. 

a.  Edible, — apples,  nuts,  pumpkin,  etc. 

b.  Inedible, — pepper  berries,  eucalyptus,  etc. 

2.  Other  parts  used  as  food :  root,  stem,  leaves,  sap. 

3.  Shelter, — lumber. 

4.  Clothing, — fibers. 

II.  Garden.     Plant  and  care  for  same. 

Teach  recognition  of  seeds,  needs  of  plants  (see  first  grade  outline). 
Record  kept  of  observations  made.     Individual  gardens. 

III.  Flowers. 

1.  English  daisy. 

2.  Carnation. 

Follow  suggestions  for  first  grade. 

3.  Wild  flowers  as  in  first  grade.     Make  class  calendar  by  pressing 

and   mounting  specimens.     Label   with   date,   where   found,  by 
whom. 

4.  Appreciation  of  abelia  hedge  planted  by  former  second  graders. 

IV.  Trees, — to  be  studied  as  in  first  grade. 

1.  Eucalyptus. 

2.  Camphor. 

3.  Torrey  pine. 

4.  Native  shrub  to  be  studied,  and  planted  on  the  campus. 


SAN    niKCO   STATiv   NORMAf.   SCHCH)t..  93 

Grade  III. 

A.  Animal  Life. 

I.  Dog, — to  be  studied  as  suggested  for  cat  in  second  grade.     Dwell  upon 

breeds ;  also  uses  to  man.     Read  stories. 
II.  Rabbit.     Care  of  school  rabbits.     Observations  made.     Discuss  breeds 
for  pets;  for  economic  purposes. 

III.  Birds. 

1.  Mocking-bird. 

2.  Kildee. 

Follow  suggestions  above.  Note  specially  flash  colors,  method  of 
flight,  peculiar  run  of  kildee,  songs  of  the  mocking-bird,  notes 
of  the  kildee.  Encourage  telling  of  interesting  things  children 
have  seen  birds  do. 

IV.  Insects. 

1.  Bees. 

Tell  the  story  of  the  community  life  of  the  hive ;  of  the  three  kinds 
of  bees ;  the  life  of  the  young  bee  while  in  the  brood  comb ;  the 
character  of  the  comb,  the  honey,  the  bee  bread,  etc.,  and  how 
each  is  gathered  and  prepared  by  the  workers. 

Observe  carefully  all  that  can  be  seen  in  the  observation  hive. 

2.  Ants, — study  colony  in  yard.    Have  ant  colony  in  room  for  obser- 

vation of  eggs,  larvae,  etc.  See  list  of  apparatus  for  construction 
of  nest. 

3.  Moths  and  butterflies.     Observe  and  note  diflferences. 

Collect  eggs,  keep  in  insect  cages  and  observe  life  cycle  of  swallow- 
tail butterfly ;  and  find  eggs  on  carrot,  sweet  annis  or  parsley. 

B.  Plant  Life. 

I.  Garden. 

1.  Begin  the  work  of  gardening  with  a  study  of  the  germinating  seed. 

Soak  seeds  of  various  kinds,  preferably  large  ones,  and  dis- 
tribute to  the  children.  Continue  observation  lessons  upon 
seedlings  at  different  stages  of  growth,  from  the  first  sign  of 
germination  until  the  plant  has  developed  leaves  and  roots,  and 
has  absorbed  as  nourishment  the  food  material  in  the  seed.  Let 
pupils  sketch  from  nature  some  of  these  stages. 

2.  While  carrying  on  the  observation  lessons  above  suggested,  begin 

practical  work  upon  germination  in  the  garden.  That  the  work 
may  be  of  more  personal  interest  to  the  child,  assign  to  each  an 
individual  garden  plot. 

3.  Plant  onion  sets,  after  study  of  them  as  true  bulbs. 

Note. — In  connection  with  the  garden  work  have  pupils  learn  to  recognize 
different  seeds  used,  and  the  seedlings  as  they  come  up;  let  them  verify 
their  indoor  observations  by  examining  from  day  to  day  the  sprouting  seeds. 
See  Morley's  "Seed  Babies." 

II.  Parts  of  a  plant  and  uses  to  itself. 

1.  Root, — to  obtain  food.     Study  kinds  of  roots. 

2.  Stem, — to  carry  food. 

3.  Leaves, — factory. 

4.  Flowers, — to  reproduce. 

5.  Fruit, — treasure  box. 


7—45746 


04  SAN   intCO  STATE  NORMAt  SCHOOL. 

III.  How  seeds  travel, — how, they — 

1.  Fly, — dandelion   thistle. 

2.  Roll, — nuts. 

3.  Shoot, — castor  bean,  alhlaria. 

4.  Steal  a  ride, — broncho  grass,  anemone. 

5.  Are  thrown  about, — dates,  pepper. 

6.  Are  often  aided  by  water,  by  birds,  by  man. 
TV.  Flowers. 

1.  Bulbs. 

a.  Chinese  lily. 

b.  Daffodil. 

c.  Hyacinth. 
;                                d.  Tulip. 

To    be    studied    in    connection    with    geography    work    on 
Holland.    A  potted  hyacinth  to  be  presented  to  each  grade 
by  this  class, 
e.  Gladiolus     montbretia,     watsonia     recognized, — bulbs     to     be 

taken  home. 

2.  Wild  flower  excursions  as  in  previous  grades.    Encourage  marking 

of  bulbs  while  in  bloom, — brodiaea,  chocolate  lily,  etc., — later  to 
be  dug  up  and  planted  upon  campus. 
V.  Trees. 

1.  Eucalyptus. 

a.  Sugar  gum. 

b.  Blue  gum. 

c.  Lemon  gum. 

d.  Red  flowering  gum, 

2.  Native  shrub  planted.     Appreciation  of  cotoneaster. 
C.  Inanimate  nature. 

I.  Observations  on  time  of  rising  and  setting  of  sun, — weekly  record  kept. 

Shadow  stick  used, — observations   recorded. 
II.  Constellations.     (January  study.) 

1.  Big  Dipper. 

2.  Cassiopeia's  Chair. 

3.  Orion.     Drawings  on  board  by  teacher.     Legends  and  stories  told 

to  children. 
III.  Magnets, — place   box   with    sand   from   playground,    iron   filings,   tacks, 
needles,  bits  of  various  metals,  on  table.     Let  children  make  discov- 
eries,   and    try    experiments.      There    should    be    several    horseshoe 
magnets  supplied. 

Grade  IV. 
A.  Animal  Life. 

I.  Wild  animals  studied  in  connection  with  literature.     (See  outline.) 
II.  Cow, — studied  in  correlation  with  geography  work.     (See  outline.) 

1.  Care  of  milk  demonstrated  in  school  room. 

2.  Making  of  butter,  cottage  cheese  and  custard. 

III.  Care  of  a  school  hen  through  rearing  of  brood  of  chickens. 


SAN    DlKr.O    STATK    NORM  AT.    SCHOOf..  95 

IV.  Birds. 

4B— 1.  Quail. 

2.  Humming  birds.     Observations  in  field   recorded  in   form  of 
outline  for  4A  grade. 
4A— Field  studies  of  birds  in  general.     Make  interesting  field  trips 
with  outlines  in  hands  of  children.    Class  divided  into  groups  of 
three   to   observe  and   record   birds   seen.     Class  discussion  of 
records     supplemented    by     references     to    books, — Wheelock's 
"Birds  of  California,"  especially. 
V.  Insects, — terrarium  in  room.     (See  list  of  apparatus.) 

1.  Spiders.    Find  and  observe  webs,  manner  of  catching  prey.    Closer 

observation  of  parts  of  body, — special  note  of  spinnerets. 

2.  Moths  and  butterflies. 

4B — Study  stages  in  development  of  tomato  worm  moth,  also 

cabbage  butterfly.     Teach  how  to  combat. 
4A — Study  silkworm  from  egg  to  cocoon.     Reeling  of  silk  and 
weaving  in  industrial  arts  course.     Individual  records  of 
observations. 
VI.  Frogs  and  toads. 

Procure  eggs  and  watch  development. 
P..  Plant  Life. 

I.  Gardens, — individual.    Review  work  of  third  grade.    Intensive  study  of 

selection  of  seeds,  methods  of  planting,  care  of  garden. 
II.  Flowers. 

1.  Continue  work  with  wild  flowers.     Blueprint  of  first  specimen  of 

each  kind  brought, — labeled  with  name,  date  and  child's  name. 

2.  Sweet  peas. 
Pansies. 
Roses. 

Proceed  as  in  former  grades. 

3.  Appreciation  of  woodbine  planted  by  former  grade. 

4.  Native  shrub  planted  on  campus. 
III.  Trees, — review  previous  grades. 

Acacia. 

1.  Baileyana. 

2.  Armed. 

3.  Knife. 

4.  Black. 

5.  lyong. 

C.  Inanimate  nature. 

I.  Weather  conditions  in  San  Diego  and  locality.  See  "Carpenter's 
Climate  and  Weather  in  San  Diego."  Keep  record  of  yearly  rainfall. 
Compare  with  preceding  year.  Class  chart  of  weather  kept  for  one 
month,  using  standard  symbols  for  wind,  temperature,  clouds,  etc. 
Clouds. 
II.  Minerals  and  metals.     (See  geography  course.) 

D.  Outline  for  field  bird  study.     (Mimeographed  copies  supplied  to  children.) 


96  SAN   DIl^GO   STATK   NORMAL   SCHOOL. 

Underscore  the  Words  Which  Describe  the  Bird. 

Date 

Name  of  bird 

1.  Where  is  the  bird  seen:  Woods,  border  of  woods,  bushes,  open  fields,  tret- 
or  bushes  along  fences,  roadsides,  border  of  stream,  marsh,  pond  or  lake,  garden, 
orchard,  about  buildings. 

2.  Compare  the  size  of  the  bird  with  that  of  the  gull,  mocking-bird,  or  the  linnet. 

3.  Its  most  striking  colors  are :  Gray,  slate,  brown,  chestnut,  black,  white,  blue, 
red,  yellow,  orange,  green,  olive. 

4.  Does  it  show  flash  colors  when  flying?     If  so,  where  and  what  color? 

Wing, 
Rump, 
Tail, 
Under  tail, 

5.  In  action  is  it:    Slow  and  quiet  or  active  and  nervous? 

6.  Does  it  occur  alone  or  in  a  flock? 

7.  In  flying  does  it  go : 

Straight  and  swift, 

Dart  about. 

Up  and  down,  wave-like. 

Flap  the  wings  constantly. 

Sail  or  soar  with  wings  steady, 

Flap  the  wings  and  then  sail? 

8.  Describe  its  song  or  call  note. 

9.  Where  does  it  sit  when  singing? 
Does  it  sing  while  flying? 

For  Closer  Observation. 

10.  Colors  and  markings  of: 

Breast, 

Wings, 

Tail, 

Top  of  head. 

Eye  streak, 

Back. 

11.  Is  the  bill:    Slender  and  long,  short  and  thick,  medium,  curved,  hooked? 

12.  Is  the  tail:    Forked,  notched,  square,  rounded? 

GRADE  V. 

In  this  year's  work  the  purely  aesthetic  purpose  of  the  nature  study  of  the 
lower  grades  begins  to  give  place  to  the  more  practical  and  vocational  motives. 

(1)  Soil  Study.  Collect  samples  of  sand,  silt  and  clay.  Mix  them  to  make 
loam.  Use  microscope.  Teach  origin  of  soil.  Make  a  set  of  sieves  and  separate 
soil  imto  samples  of  various  degrees  of  fineness.  Do  the  same  by  shaking  up  soil 
in  a  tall  jar  of  water  and  allowing  it  to  settle. 

Children  collect  as  many  diflferent  soil  samples  as  possible. 

(2)  Mineral  Study.  Use  the  school  mineral  cabinet,  and  specimens  brought 
by  children.  Encourage  them  to  make  mineral  collections  for  themselves.  Study 
the  minerals  by  groups  as  follows  : 

(a)  Soil  forming  rocks:  Granite  and  its  constituent  parts,  namely  quartz, 
feldspar  and  mica. 


SAN   DlEGO   STATE   NORMAL   SCHOOI,.  .  97 

(b)  Building  stone:  Limestone,  marble,  sandstone,  granite. 

(c)  Ores:  Of  iron,  copper,  gold,  lead,  etc. 

(d)  Lavas:  Volcanic  glass,  pumice,  etc. 

(>)  Semiprecious  stones:  Giirnets,  tourmalines,  onyx,  etc. 

(3)  Marine  Study.  Aim,— to  make  the  children  see  with  intelligent  eyes  the 
things  likely  to  be  met  with  in  a  trip  to  the  beach. 

((/)  Study  of  inanimate  objects  of  interest,  as  sand  and  pebbles,  their  origin  and 
riMuix^sition;  the  water,  why  salty,  amount  of  salt  (found  by  evaporation),  weight 
of  the  water;  the  tides,  frequency,  amount  of  rise  and  fall,  with  cause  simply 
explained. 

(b)  Aquatic  animal  life.  Birds,  fish,  shellfish,  star  fishes,  anemones,  crabs, 
lobsters,  etc. 

(r)   Aquatic  vegetable  life.     Various  kinds  of  kelp  and  other  sea  Weeds. 

Proceeds  from  the  sale  of  school  garden  vegetables  will  be  used  to  help  defray 
the  expense  of  excursions  necessary  in  this  study. 

(4)  Study  oi-  Trees,  Shrubs,  Vines  and  Flowers  on  the  Campus. 

The  teacher  will  l)ring  to  class  specimens  of  leaves  and  flowers,  and  teach  the 
pupils  to  identify  them  quickly  at  sight.  Make  frequent  excursions  about  the 
grounds,  and  with  scratch  pads  and  pencils  have  a  few  notes  and  quick  sketches 
made  from  observation.  All  plants  on  the  campus  should  be  recognized  by  the 
end  of  the  year. 

With  the  help  of  Bailey's  "Encyclopedia  of  Horticulture"  give  pupils  a  few  facts 
which  they  can  not  observe  for  themselves,  as  to  native  country,  means  of 
propagating,  etc. 

Continue  garden  work  throughout  the  year. 
References  : 

Birds  of  San  Diego  County — Stevens.     Natural  History  Society,  San  Diego 

10  cents. 
Bailey's  Cyclopedia  of  Horticulture,  6  vol.     Macmillan.     $24.00. 
Fishes — Baskett.     Appleton.     75  cents. 
Stories  of  Rocks  and  Minerals — Fairbanks.     Educational  Pub.  Co.    60  cents. 

6B  Class. 

The  work  of  this  class  centers  in  the  school  and  home  gardens. 

(1)  Plant  Study.  Roots:  Study  root  development,  using  radish  seed  on  wet 
blotting  paper.  Collect  plants  with  various  kinds  of  root  systems, — tap  root, 
fibrous  roots,  etc. 

Stems :  Study  circulation,  using  red  ink.  Collect  samples  showing  annual  rings, 
>lems  with  piths,  stems  with  joints. 

Leaves  :  Show  transpiration  with  glass  jars  turned  over  plants,  grass,  etc.  Teach 
use  of  leaves  for  manufacture  of  starch,  sugar,  etc.     Need  of  sunlight. 

(2)  Fertilisers.  Show  samples  of  artificial  fertilizers.  The  school  should  have 
samples  containing  the  four  chief  fertilizer  elements,  nitrogen,  potassium,  phos- 
phorus and  calcium  (saltpeter,  ashes,  ground  bone,  lime,  etc.). 

Teach  methods  and  importance  of  using  barnyard  manures.  Make  compost 
heap.     Use  various  fertilizers  on  the  gardens. 

(3)  Humus.  Visit  canyons  to  find  leaf  mold  under  bushes.  Bring  a  sample  to 
school  and  compare  its  behavior  with  that  of  soil  deficient  in  humus.  Teach 
methods  of  increasing  humus  content  of  soil. 


98  SAN   DIEGO   STATE   NORMAL   SCHGOI,. 

(4)  Preparation  of  Soil.  Teach  how  to  use  spade,  hoe,  rake,  etc.,  properly. 
Why  the  ground  should  be  mellow,  free  from  clods,  and  loosened  to  good  depth. 

(5)  Planting.  By  garden  practice  and  classroom  instruction  teach  proper  depth 
for  various  seeds  and  soils,  amount  of  seed  to  use  (thinning),  avoiding  crust, 
securing  proper  amount  of  moisture. 

(6)  Cultivation  of  crop.  Why  the  garden  must  be  free  from  weeds  and  kept 
mellow.  Water  holding  power  of  dirt  mulch.  Insist  on  use  of  hoe  after  each 
irrigation. 

(7)  Practice  in  raising  as  many  kinds  of  garden  crops  as  possible.  Teach 
varieties  of  each. 

(8)  Make  a  hotbed  and  start  cabbages,  tomatoes,  etc. 

(9)  Plant  and  transplant  trees,  etc.,  in  lath  house. 

(10)  Visit  with  whole  class  some  of  the  best  gardens  of  the  neighborhood. 

References : 

Agriculture  for  Beginners — Burkett,  Stevens  and  Hill.     Ginn.     75  cents. 
First  Principles  of  Agriculture — Goff  and  Mayne.     Amer.  Book  Co.    80  cents. 
California  Vegetables — Wickson.     Pacific  Rural  Press.    $2.00. 


SAN   DIEGO   STATE   NORMAI,  SCHOOL. 


99 


100 


SAN    DIEGO   STATE   NORMAL.    SCHOOL. 


SAN    DIICGO   STATK    NORM  A F,   SCtallO^,, 


101 


6A  Class.         '    '      . .     : 

Agriculturjil  nature  study  is  continued  in  this  class.  Animal  life  is  the  theme 
Ik- re. 

( 1 )  Poultry  Study.  The  work  of  caring  for  the  four  poultry  yards  is  divided 
aiiiong  the  children.  The  various  breeds  kept  are  studied  and  also  other  important 
I  needs.  Principles  and  practices  of  feeding  and  housing.  Hens  are  set  and  pupils 
operate  incubator.    Chicks  are  sold  to  the  children. 

(2)  Dairying.  Here  pupils  must  depend  on  classroom  instruction  and  possible 
\isits  to  dairies  or  neighborhood  cows.  Breeds  (taught  from  pictures).  Methods 
u-c(l  in  producing  clean,  healthy  milk.  Feeding  to  make  milk.  Demonstrate  use 
of  Habcock  tester. 


Nature    Study    and    Agriculture :    Trap    Nest. 


(3)  Bee  Study.  From  the  observation  hive  learn  all  that  can  be  seen  about 
habits  of  bees.  Let  class  observe  as  many  manipulations  as  possible  of  the  com- 
mercial hives  in  the  yard.  Teach  both  the  fascinating  habits  of  bee  behavior  and 
l)ractical  operations  of  bee  keeping. 

(4)  Harmful  and  beneficial  insects.  Have  the  pupils,  by  collecting  specimens  of 
caterpillars,  maggots,  chrysalids,  butterflies,  insect  eggs,  etc.,  observe  and  study 
tlie  various  forms  and  the  processes  of  metamorphosis.  Teach  the  two  classes  of 
insects  with  respect  to  manner  of  ea.ting,  and  give  the  proper  sprays  for  each  class. 
C,i\e  practice  in  spraying.  Show  methods  of  attacking  poultry  insects.  Demon- 
strate use  of  carbon  disulphide  for  weevils,  etc.  Teach  insects  parasitic  upon  o^her 
insects,  upon  animals,  and  upon  man. 

(5)  Bird  Study.  Taken  from  the  economic  point  of  view.  The  harm  and  good 
that  birds  do.  Try  to  find  whether  the  good  outweighs  the  harm.  Study  classes, — 
as  seed  eaters,  insect  eaters,  birds  of  prey,  etc. 


102 


&AjN»tDlEGO   STATE   NORMAr.   SCIlOOr, 


Principles  and  Practices  of  Poultry  Culture — Robinson. 
Farmers'  Bulletins  413,  893,  287,  806,  898,  513,  and  447. 

of  Agr.,  Washington,  D.  C.) 
See  6B  references. 


Ginn.    $2.50. 
(Free  from  the  Dept. 


'^mm 


Manual   Training   and   Agriculture:    Cementing   poultry   house   floor.      Seventh   and   eighth 

grade  boys. 


ELEMENTARY  SCIENCE. 
8A  (Boys). 

(1)  Astronomy.  Teach  the  real  nature  of  the  heavenly  bodies  which  can  be 
seen, — .the  sun,  moon,  stars,  planets,  meteors,  comets.  Illustrate  by  means  of 
diagrams  and  models  the  relative  motions,  sizes  and  positions  of  these.  Show 
especially  their  relation  to  the  earth.     Spend  an  evening  at  the  school  observatory. 

(2)  Machinery.  Demonstrate  with  small  models  the  simple  machines, — lever, 
pulleys,  cogwheels,  belt  wheels,  crank  and  axle,  inclined  plane,  wedge,  screw. 
Teach  "advantage"  of  each.     Pupils  give  examples  of  each. 

(3)  Engines.  Steam.  Explain  and  demonstrate  with  toy  model.  Gasoline. 
Explain  and  demonstrate  with  engine  in  automobile  or  motor  wheel. 

(4)  Sound.  Pupils  bring  violins  or  other  musical  instruments  and  demonstrate 
the  methods  of  securing  various  pitches, — by  differences  in  length,  size,  tension, 
material. 

Find  by  experiment  velocity  of  sound. 

Demonstrate  speaking  tube  by  using  a  section  of  garden  hose. 

(5)  Air.  Make  a  barometer  and  take  it  to  as  high  and  low  places  as  are 
accessible.    Explain  change  in  reading. 

Teach  constituents  of  air.  Make  carbon  dioxide  with  soda  and  vinegar,  and 
oxygen  with  sodium  peroxide. 


SAN   DltGO   STATE   NORMA!.   SCHOOf,,  103 

(6)  Heat  and  cold.  Teach  ways  of  insulating  heat.  (Refer  to  tireless  cooker, 
icehouse,  clothing,  etc.)  Explain  chemical  changes  taking  place  in  fire, — usually 
carbon  changing  to  carbon  dioxide  gas  and  hydrogen  to  water  vapor.  Demonstrate 
these  products  of  fire. 

(7)  Electricity  and  magnetism.  Demonstrate  behavior  of  magnets  and  compass 
needle.  Show  how  to  connect  cells.  Teach  parts  of  cells, — a  chemical  and  two 
l)lates  of  different  materials.  Show  several  kinds.  Structure  and  action  of  electric 
liell  and  telegraph  instruments.  Make  telegraph  outfit.  Heating  and  lighting 
action  of  electricity, — toaster,  flatiron,  incandescent  and  arc  lights.  Visit  and 
exphiin  all  electric  •  appliances  about  the  building, — meters,  switchboard,  clock, 
motors,  dynamo,  etc. 

References : 

The  Sciences — Holden.    Ginn.    60  cents. 
First  Science  Book — Higgins.    Ginn.    65  cents. 
Star-Land— Ball.    Ginn.    $1.00. 

ORNAMENTAL  GARDENING. 
8A  (Girls). 

Aim:  (a)  By  a  discussion  of  the  simpler  principles  in  landscaping  to  make  the 
pupils  more  observant  and  discerning,  and  more  appreciative  of  artistic  and  tasteful 
arrangement,  especially  of  small  gardens,  (b)  To  teach  recognition  by  name  of 
the  common  ornamental  plants  of  San  Diego. 

(1)  Garden  Plans.  Place  on  board  sample  plans  for  planting  city  lots  of 
ordinary  size.  Discuss  these,  bringing  out  the  guiding  principles,  e.g.,  avoidance 
of  straight  lines,  planting  in  masses  with  open  centers,  etc. 

Pupils  invent  their  own  plans  and  discuss  them.  Visit  some  of  the  best  examples 
of  ornamental  gardens  within  reach. 

(2)  Street  Planting.  Kinds  of  trees  suitable  for  streets.  Uniformity  desirable. 
».'t)mpare  well  and  badly  planted  streets  which  the  pupils  can  see. 

(3)  Lazvns  and  Lazvn  Making.  Kinds  of  grass.  Preparation  for  planting. 
Future  care. 

(4)  Ornamental  Plants.  By  means  of  excursions  on  the  campus  and  along 
near-by  streets,  as  well  as  by  the  aid  of  specimens  brought  into  the  room  for  study, 
learn  the  names  and  some  of  the  characteristics  of  the  common  trees,  shrubs,  vines 
and  herbaceous  flowering  plants. 

References  : 

Gardening  in  California — McLaren.     Robertson.    $3.75. 

California    Gardens — Murman.     E.     O.    Murmann,    644    S.    Broadway,    Los 

Angeles.    $2.00. 
California  Garden  Flowers — Wickson.     Pacific  Rural  Press.    $1.50. 
The  Garden  Beautiful — Braunton.     Cultivator  Pub.  Co.,  Los  Angeles.    $1.00. 
Standard  Cyclopedia  of  Horticulture — Bailey.     (See  below.) 


104  SAN    UlEGO   STATE   NORMAI.    SCHOOr.. 

Apparatus. 

Ants'  nest, — for  description  see  Comstock,  page  286. 

Beehive, — observation  hive  in  laboratory. 

Insect  net, — piece  of  wire  bent  into  hoop.     Twist  ends  together,  fasten  to  a 

stick,  sew  on  pointed  bag  of  net  or  mosquito  bar.  Use  for  air  or  water 

insects. 
Terrarium, — for  observation  of  insects  in  schoolroom.     See  description  under 

caption   "Pets"   in   Comstock ;   or   use   plant   pots   with   moist   earth,   glass 

chimney,  piece  of  net. 
Aquarium, — use  laboratory  jars  with  wide  tops,  straight'  sides.     Stock  with 

aquatic  plants  and  insects  or  fish.     See  Com.stock. 
Cyanide  jar, — poison.     Place  cyanide  in  pint  jar.  Cover  with  thin  coating  of 

plaster  of  paris.     Be  careful  to  keep  lid  on. 
Shadow-stick, — see  Comstock.     Children  to  make. 
Hectograph, — see  ''Nature  Study  Review,"  February,  1918. 
Fern  dish  with  glass  cover, — see  example  in  science  laboratory. 

BibUogralyhy. 
References. 

I.  General. 

Comstock— Handbook  of  Nature  Study.     Comstock  Pub.  Co.     $3.25. 

Hodge— Nature  Study  and  Life.     Ciinn.     $1.50. 

Cornish   and   others — Standard   Library  of   Natural   History.     Univ. 

Soc.    5  vols.,  $33.C0. 
Creighton — Nature  Songs  and  Stories.    Comstock  Pub.  Co.    75  cents. 
Poulson— In  the  Child  World.     Bradley.    $2.00. 
Gibson — Eye  Spy.     Harper.     $2.50. 
II.  Animals. 

1.  Wild. 

Hornaday — Animals    of    North    America.      Amer.    Nat.     Hist. 

Scribner.     $3.50. 
Stone  and  Cram — American  Animals.     Doubleday.     $3.00. 
Wright — Four-Footed   Americans.     Macmillan.     $1.50. 
Kipling— Jungle  Books,  Just  So  Stories.     Century.     $1.50. 
Harris— Nights  With  Uncle  Remus.     Houghton.     $1.50. 
Seton  Thompson — Lives  of  the  Hunted.     Scribner.    $2.00. 
Seton  Thompson — Wild  Animals  I  Have  Known.    Scribner.    $2.00. 
Seton  Thompson— Trail  of  the  Sandhill  Stag.    Scribner.    $1.50. 
Pierson — Among  the  Forest  People.     Button.    $1.00. 
Tappan — Farmer  and  His  Friends.     Houghton.     60  cents. 

2.  Domestic. 

Johonnet — Cats  and  Dogs.     Amer.  Book  Co.     17  cents. 
Comstock— Pet  Book.     Comstock  Pub.  Co.     $2.00. 
Gaye— ^Great  World  Farm.     Macmillan.     50  cents. 

3.  Aquatic  Animals. 

Kellogg  and  Jordan— Animal  Life.     Appleton.     $1.20. 

Woodruff — Pond  in  the  Marshy  Meadow.     Saalficld.     $1.50. 

Long — Wilderness  Ways.     Ginn.    45  cents. 

Cooper— Animal  Life  on  Land  and  Sea.    Amer.  Book  Co.    $1.25. 

Baskett — Story  of  Fishes.     Appleton.     75  cents. 

Baskett     and     Ditman — Amphibians     and     Reptiles.     Appleton. 

60  cents. 
Holder — Half   Hours   with    Lower   Animals,     Amer.    Book   Co. 

60  cents. 


SAN    DiKr.O   STATIv    NORMA!,   SCHOOf,.  HIS 

111.  Insects. 

1.  Moths  and  iJnttcrtlics. 

Dickcrson — Moths  and  Butterflies.    Ginn.    $1.25. 

Weed — Life  History  of  American  Insects.    Macmillan.    50  cents. 

Kellogg — American  Insects.     Holt.     $4.00. 

Nature  Study  Review,  April,  1914;  May,  1916;  September,  1917, 

Morley — Insect  Folk.     Ginn.     55  cents. 

2.  Ants. 

Daulton — Wings  and  Stings.     Rand.    75  cents. 
McCook— Nature  Craftsmen.     Harper.    $2.00. 

3.  Bees. 

Morley— Bee  People.     McClurg.    $1.25. 

Morley— Honey  Makers.     McClurg.  $1.25. 

Daulton — Wings  and  Stings.     Rand.     75  cents. 

Farm  Bulletins.     Published  by  U.  S.  Dept.  of  Agriculture. 

4.  Spiders. 

Hodge — Nature  Study.    Ginn.    $1.50. 

Nature  Study  Review,  1915.     Comstock  Pub.  Co.,  Ithaca,  N.  Y. 
$1.00  a  year,  15  cents  a  copy. 

5.  Beneficial  and  Harmful  Insects.     Bulletins  in  filing  case  in  school 

library. 
IV.  Birds. 

Miller— First  Book  of  Birds.     Houghton.    $1.00. 
Miller — Bird  Stories.     Houghton.     60  cents. 
Miller— Little  Brothers  of  the  Air.    Houghton.    $1.25. 
Wheelock— Birds  of  California.     McClurg.    $2.50. 
Wright  and  Coues — Citizen  Bird.     Macmillan.     $1.50. 
Nature  Study  Review,  October,  1915:  December,  1917.    A.  W.  Mum- 
ford,  Pub.,  536  S.  Clark  St.,  Chicago.    $1.50  a  year,  25  cents  a  copy. 
Keeler— Bird  Notes  Afield.     Elder.     $2.00. 
Mumford — Birds  and  Nature  Magazine. 
V.  Plants  and  Seeds. 
Seeds. 

Morley — Seed  Babies.     Ginn.     30  cents. 

Morley — Little  Wanderers.     Ginn.     30  cents. 

Morley — Flowers  and  Their  Friends.     Ginn.     60  cents. 

Beal — Seed  Dispersal.     Ginn.    35  cents. 
Plants. 

Gibson — Blossom  Hosts  and  Insect  Guests.     Newson.     80  cents. 

Payne,  Theodore,  Los  Angeles — (Pamphlet)   Calif.  Wild  Flowers. 
15  cents. 

Chase — Buds,  Stems,  Roots.     Educational.    40  cents. 

Osterhaut — Experiments  with  Plants.     Macmillan.     $1.25. 
VI.  Sky  Studies. 

Pratt — Storyland  of  Stars.     Educational.     40  cents. 

Martin— Friendly  Stars.     Harper.     $1.25. 

Nature  Study  Review,  February,  1914;  March,  1915;  January,  1918. 

Proctor — Giant  Sun  and  His  Family.     Silver.     50  cents. 


106  SAN   DIEGO   STATE   NORMAI,   SCHOOI.. 

Key  to  the  Abbreviations  Used  Above. 

Amer.  Book  Co American  Book  Co Los  Angeles. 

Appleton  Daniel  Appleton  &  Co Chicago. 

Bradley    Milton  Bradley  Co Los  Angeles. 

Century   Century  Co New  York. 

Comstock    Comstock  Publishing  Co Ithaca,  N.  Y. 

Doubleday Doubleday,  Page  &  Co Garden  City,  N.  Y. 

Button  E.  P.  Button  &  Co New  York. 

Educational    Educational  Publishing  Co Chicago. 

Elder   Paul  Elder  &  Co San  Francisco. 

Ginn  Ginn  &  Co Los  Angeles. 

Harper  Harper  &  Bros New  York. 

Holt   Henry  Holt  &  Co New  York. 

Houghton   Houghton-Mifflin  Co. San  Francisco. 

Macmillan The  Macmillan  Co San   Francisco. 

McClurg A.  C.  McClurg  &  Co Chicago. 

Newson Newson  &  Co New  York. 

Rand Rand-McNally  &  Co Los  Angeles. 

Robertson A.  M.  Robertson San  Francisco. 

Saalfield Saalfield  Publishing  Co Akron,    Ohio. 

Silver Silver,  Burdett  &  Co San  Francisco. 


^AS    DlKC.O    STATI'.    NORM  AT,    SCHOOF,,  107 


COURSE  IN  HISTORY. 

W.   F.   Bi.iss,   Supervisor. 
Kdith  Hammack,  Gertrude  Laws,  Alice  Greer.  Assistants. 

r  Introductory. 

■  The  course  of  study  in  history  is  based  on  the  belief  that  the  supreme  purpose 

public  school  education  is  to  enable  the  individual  to  become  a  useful  member 
society.  A  useful  member  of  society  must  be  both  efficient  and  agreeable.  He 
must  find  happiness  for  himself  and  contribute  to  the  happiness  of  others  through 
M»cial  service — that  is,  by  becoming  a  citizen.  To  do  this  he  must  not  only  have 
pc'cial  knowledge  and  skill  in  some  productive  activity,  but  he  must  also  possess 
general  culture.  Only  a  person  of  broad  interests  and  sympathies  can  be  a 
complete  citizen. 

Everything  that  contributes  to  the  general  culture  of  the  pupil  is  desirable  and 
"practical"  in  education,  even  though  it  may  not  be  immediately  and  directly 
transmutable  into  material  products,  or  develop  physical  and  mental  powers  that 

imay  be  exchanged  for,  or  produce,  -wealth. 
There  is  a  widespread  misapprehension  as  to  what  the  term  "practical"  really 
includes.     Most  persons,   apparently,   would   limit   it  to  the  connotation   implied 
above,  viz :  that  which  produces  material  wealth.     On  the  contrary,  perhaps  the 
j  most  necessary  and  most  truly  practical  powers  and  virtues,  indispensable  to  the 
'   useful  citizen,  are  only  remotely  connected  with  the  producing  or  procuring  of 
wealth,  and  the  sooner  we  come  to  realize  this  truth  the  better  for  our  citizenship. 
Everything   that   contributes    to   the    moral   and    spiritual   development   of  the 
individual  is  practical  to  the  very  highest  degree.     Subjects  that  tend  to  develop 
tine  sympathies,  correct  attitudes,   lofty  motives,  and  high  ideals  should  find  a 
[  place  in  the  school  curriculum,  along  with  those  other  indispensable  subjects,  the 

I  study  of  which  will  enable  the  future  citizen  to  earn  a  decent  living. 
History  is  not  a  trade  or  a  profession  by  means  of  which  any  large  number  of 

■  persons  may  ever  hope  to  make  a  living,  but,  in  the  light  of  the  above,  it  is  an 
:  extremely  practical  subject,  nevertheless.  History  is  the  record  of  the  human 
[  race,  the  story  of  civilization.  It  links  the  past  with  the  present  and  sometimes 
[  dares,  even,  to  take  a  peep  into  the  future.  Through  it  we  see  the  great  drama 
\  of  human  life  unfolding  in  all  its  phases  from  the  tree  dweller  in  his  primeval 

forest  to  the  wizards  and  the  savants  of  the  present  age. 

If  presented  properly,  history  enables  pupils,  in  a  spiritual  and  intellectual  sense, 
to  live  over  again  in  their  own  emotions  and  thoughts  the  experiences,  the  vicissi- 
tudes, the  struggles,  the  failures  and  the  victories  through  which  have  been  devel- 
oped the  aspirations  and  the  ideals  which  we  cherish  and  acclaim  as  the  guiding 
principles  of  the  democracies  of  the  new  era.  They  perceive  for  themselves  the 
slow  but  constant  groping  from  chaos  to  order ;  from  darkness  and  ignorance  to 
at  least  a  modicum  of  light  and  knowledge;  from  isolation  to  (may  we  say  it?) 
internationalism.  They  will  be  led  to  discover  that,  in  the  long  run,  might  does 
not  make  right,  but  just  the  opposite;  that  tyranny  and  oppression,  in  the  end,  will 
always  react  upon  the  tyrant,  whether  it  be  an  individual,  a  social  group,  a  state 
or  an  empire;  that  honesty  is  the  best  policy  with  nations  as  with  individuals.  Are 
these  things  not  practical? 

All  these  and  many  more  the  pupils  will  learn,  not  from  studying  the  desiccated 
biographies  of  a  few  individuals,  unrelated  in  time,  space  or  race;  nor  in  cele- 
brating a  few  patriotic  holidays  and  birthdays  of  notables;  but  through  the 
presentation  to  them,  in  such   form  and  manner  as  to  be  comprehendible,  this 


108  SAN    mivGO   STAT^   NORMAL   SCHfX)!.. 

splendid  story  of  the  sweep  of  civilization  down  the  ages,— or  to  use  less  flamhoyant 
phrases— the  presentation  to  them  of  connected,  unified,  correlated  history  from  the 
first  grade  upwards. 

It  will  be  perceived  that  although  the  necessity  of  starting  with  the  child  "where 
he  is" — that  is,  getting  on  to  his  standing  ground  for  a  beginning — is  not  ignored, 
still  the  course  does  not  depend  upon  the  erroneous  theory  that  only  the  actual, 
physical  experiences  and  environment  of  children  are  of  interest  to  them  and  that 
they  can  not  take,  over  and  assimilate  any  information  or  knowledge  that  has  not, 
in  some  way,  directly  grown  out  of  these  experiences.  We  have  amply  demon- 
strated that  such  is  not  the  case.  For  example,  most  of  the  children  of  the 
training  school  were  born  and  are  living  in  a  highly  complex,  municipal  society, 
governed  and  regulated  by  an  intricate  charter  and  system  of  ordinances  that 
present  problems  that  baffle  the  comprehension  of  the  ablest  lawyers.  These 
children  are  totally  unrelated  to  such  an  environment.  The  manner  in  which 
their  food,  clothing,  housing,  etc.,  are  prepared  and  secured  involves  a  vast 
industrial  and  economic  system  which  is  entirely  beyond  the  powers  of  their  most 
vivid  imaginations.  Physically,  of  course,  they  depend  upon  these  activities  for 
their  very  life,  but  spiritually  and  intellectually,  at  least,  they  form  but  little  part 
of  the  younger  children's  experiences. 

The  course  in  the  primary  grades  rests  upon  the  theory,  which  experience  has 
confirmed,  that  every  child  comes  into  the  world  endowed  with  a  considerable 
abundance  of  racial  experiences  and  instincts.  For  a  number  of  years  it  lives,  to 
a  large  extent,  unconscious  of  the  complex  civilization  which  its  overwise 
parents  and  teachers  assume  to  be  "the  child's  real  environment."  Tt  dwells 
in  a  sort  of  imaginary  world,  made  up  of  vestiges  and  phantoms  of  the  childhood 
of  the  race;  dreams  of  the  simple  and  elemental  manners,  customs  and  instincts 
of  its  primeval  ancestors.  Primitive  racial  instincts  and  emotions  are  also  strong 
and  lie  near  the  surface  in  young  children — such  emotions  as  curiosity,  wonder, 
awe,  veneration,  fear,  affection,  etc. 

These  instincts  and  racial  inheritances  gradually  become  blurred  and  fade  away 
as  the  growing  child  comes  more  and  more  into  actual  spiritual  contact  with 
present-day  activities.  It  is  a  serious  question  in  the  minds  of  many  students  of 
social  philosophy  whether  a  forced  and  rapid  abandonment  of  what  may  be  called 
natural  instincts,  impulses  and  hereditary  powers,  and  an  attempt  to  substitute 
therefor  what  we  are  pleased  to  call  "rational"  methods,  may  not,  in  the  end, 
weaken  the  race.  However  this  may  be,  the  doubt  is  strong  enough  to  cause  us 
to  be  a  little  cautious  in  rushing  our  pupils  too  swiftly  from  fancy  to  fact ;  from 
wonderland  to  stern  reality ;  from  instinct  to  reason. 

Following  this  underlying  principle,  the  theme  of  the  course  in  history  in  the 
primary  grades  very  naturally  is  Primitive  Civilization.  Not  the  primitive  life  of 
any  particular  nation  or  people,  except  for  illustrative  purposes,  but  primitive  life 
as  the  first  stage  of  progress  of  civilization  in  general.  We  thus  begin  with  the 
child  "where  he  is"  and  his  real,  natural,  primary  "interests"  are  at  once  enlisted. 
It  must  not  be  inferred  from  what  has  been  said  that  the  children  are  confined 
exclusively  to  the  study  of  primitive  civilization.  On  the  contrary,  in  so  far  as 
they  are  able  to  comprehend  them,  present-day  manners,  customs  and  activities 
are  constantly  examined  and  discussed  by  way  of  comparison  and  contrast. 

The  instruction  consists  in  the  presentation  of  simple,  realistic,  dramatic  and 
correct  accounts  of  the  development  of  the  arts  of  living  grouped  around  the 
followiiig  topics:  dwellings,    clothing,   securing   and   preparing   food,   war,    social 


SAN    DIKGO   state    NORMA!,    SCH(H)r..  lOO 

Mij,'anization  including  religion,  games,  etc.  Out  of  these  spring  ethical,  aesthet- 
iral  and  cultural  ideas  and  the  opportunity  for  the  introduction  of  much  interpre- 
iitive  matter  in  the  way  of  myths,  folklore,  fairy  tales,  poetry,  games,  drama, 
pictures,  etc.  Concrete  facts  illustrative  of  primitive  life  are  drawn  from  ancient 
-ources,  e.g.,  Egyptian,  Persian,  Hebrew,  Greek,  Roman,  Teutonic;  also  from 
modern  sources,  as  the  Indians  of  North  America  and  South  America,  Eskimos, 
native  Africanders,  etc.  The  introduction  of  material  frotn  the  latter  sources  lends 
reality  to  the  instruction. 

In  the  fifth  and  sixth  grades,  an  attempt  is  made  to  teach  something  concerning 

the  civilization  of  the  medieval  and  early  modern  periods,  as  exemplified  in  the 

histories    of    England,    France,    Spain,    Holland,    Switzerland.    Germany    and    the 

I  nited  States.     The  work  in  these  two  years  forms  a  background  for  the  formal 

study  of  American  history,  which  follows.     Ample  opportunity  is  afforded  by  the 

topics  of  this  portion  of  the  course  for  the  introduction  of  much  matter  along 

i    the  line  of  interpretation  in  the  form  of  ballads,  romances,  song  cycles,  dramas, 

'.    pictures,  etc.     It  has  been  fairly  well  established  that  children  of  this  stage  of 

;    development  are  hero  worshipers,  and  that  romance  of  action  appeals  to  them  very 

t    strongly.     They  are  getting  beyond  the  more  purely  imaginative  period  and  now 

\   demand  true  stories.     The  topics  presented  in  these  grades  supply  this  demand. 

The  last  two  years  of  the  course  are  devoted  to  the  business  of  acquiring  a 

comprehensive  and  fairly  accurate  account  of  the  history  and  government  of  our 

own  nation  and  to  the  study  of  citizenship. 

Beginning  with  the  pupil's  local  environment,  the  various  obligations  resting 
on  the  citizen,  and  his  duties,  rights  and  privileges,  are  discovered,  discussed,  and 
I  traced  through  the  various  civil  units  up  to  the  State  and  the  Nation.  Easily  and 
naturally  the  learner  is  led  to  see  the  peculiar  relations  existing  between  the 
'  states  of  our  Union  and  the  national  government.  The  effort  is  made  to  instruct 
children  as  to  the  duties  and  privileges  of  the  average  citizen  and  to  inspire  them 
with  a  desire  to  fulfill  them  completely,  rather  than  to  indulge  in  learned 
discussions  of  the  abstract  theories  which  lie  at  the  basis  of  government. 

This  course  of  study  has  been  developed  to  comply  with  the  requirements  of 
the  present  organization  of  the  elementary  schools,  made  up  of  eight  grades.  If, 
as  seems  probable,  a  reorganization  should  take  place  according  to  which  the 
purely  elementary  work  should  cease  with  the  sixth  grade  and  some  type  of 
intermediate  or  junior  high  school  should  be  established  to  include  the  seventh 
and  eighth  grades,  all  elementary  courses  would  require  revision. 

In  that  case,  the  only  material  change  necessary  in  the  courses  herein  suggested 
for  the  first  six  grades  would  be  to  complete  European  beginnings  of  American 
history  in  the  fifth  grade  and  devote  the  sixth  year  to  a  study  of  American  history. 
Further  formal  study  of  the  history  of  the  United  States  should  then  be  deferred 
until  near  the  close  of  the  intermediate  high  school  period. 

Methods  of  Instruction — Elementary  School. 

(Note. — For  detailed  methods  in  instruction,  see  Bliss — History  in  the  Elementary  Schools. 
American  Book  Company.) 

Throughout   the    elementary    grades    the    oral    method    of   presentation    should 

prevail,  both   by  preference  and   through   necessity.     To   succeed,  teachers   must 

t    become  expert  story-tellers.     Here  learner,  content,  method  all  agree,  being  primi- 

'    tive.     The  teacher,  in  imitation  of  the  story-teller  of  the  clan  or  tribe,  must  work 

up  the  subject  matter  until  it  is  literally  at  her  tongue's  end. 


&-4iy7J6 


110  SAJSr    DIKGO   STATE   NORMAT^   SCHOOI,. 

The  "Quiz." 

(For  specimen  questions  see  "Teaching  Plans"  below.) 

First,  she  prepares  the  pupils  for  fresh  knowledge  and  new  ideas  by  a  brief, 
coherent  review  of  the  work  of  previous  lessons.  This  is  done  by  means  of  a 
"quiz,"  consisting  of  many  brief,  direct,  specific  questions,  requiring  precise  but 
brief  answers,  and  reaching  as  many  of  the  class  as  possible.  These  questions 
should  not  usually  call  for  statements  of  facts,  but  rather  for  answers  demanding 
judgment  on  the  part  of  the  pupils  and  tending  to  arouse  their  curiosity.  Such 
questions  serve  to  develop  an  inquiring  state  of  mind  and  prepare  the  children 
for  the  "apperception"  of  new  material. 

Instruction. 

The  teacher  then  proceeds  to  unfold  the  new  installments  of  the  story.  This 
portion  of  the  recitation,  while  usually  oral,  must  not  consist  in  a  mere  reproduc- 
tion of  memorized  words.  If  so,  it  becomes  mechanical,  lifeless,  dull;  and  the 
children  will  soon  discover  its  emptiness.  Neither  should  it  be  reading  aloud. 
In  this  case  it  is  soothing,  hypnotic  in  its  effects.  It  is  the  rhythm,  the  regular 
ebb  and  flow  of  sound,  that  delights.  The  story  must  come  to  the  children  as  if 
direct  from  the  lips  of  the  living  teacher,  but  it  must  be  somewhat  informal, 
broken  up  by  frequent  questions,  "anticipatory"  and  otherwise,  with  opportunity 
for  questions  and  intelligent  comment  on  the  part  of  the  pupils. 

Beginning  with  the  second  grade  much  of  the  matter  to  be  presented  has  been 
put  into  such  form  that  the  average  child  can  easily  and  profitably  read  it.  It  is 
advisable  that  teachers  give  all  the  aid  possible  to  encourage  pupils  to  get  notions, 
ideas  and  impressions  from  the  printed  page  as  soon  as  possible. 

(For  study  methods  see  "Teaching  Plans"  below.) 

The  use  of  crayon  and  the  blackboard  should  not  be  overlooked  by  the  ambitious 
teacher.  Nothing  is  more  effective  in  any  grade  of  the  elementary  school,  or 
higher  schools  for  that  matter,  than  the  ability  of  the  teacher  to  illustrate  the 
story  or  lecture  by  pictures,  sketches,  maps,  etc.,  quickly,  though  roughly,  drawn 
while  the  instructor  talks.  Along  this  line  all  sorts  of  illustrative  material  should 
be  utilized.  Pictures  from  newspapers,  magazines  and  other  sources  should  be 
employed.  The  magazines  of  the  day  furnish  abundant  material  of  this  character, 
not  only  in  the  literary  departments,  but  in  the  advertising  sections  as  well.  Relics 
in  the  shape  of  weapons,  utensils,  clothing,  etc.,  used  by  primitive  peoples,  should 
be  displayed  to  the  classes.  In  many  instances  excursions  can  be  made  by  the 
older  pupils  to  historical  spots,  monuments,  buildings,  etc.  All  these  are  included 
under  the  head  of  instruction. 

Specimen  Teaching  Plan,  No.  1. 

(Illustrating  the  "Quiz"  and  impromptu  drama.) 

General  Topic — Primitive  Life  in  Africa. 

Topic  for  today — "Osam,  the  African  Boy,"  story  of  the  pygmies. 
Reference— Bliss— //;'j/oo'  in  the  Blcmcntary  Schools,  pp.  195-198. 
I.  Quiz. 

A.  Theme — The  houses  of  the  pygmies. 

B.  Type  questions. 

1.  How  would  you  like  to  live  in  a  pygmy's  house? 

2.  What  did  these  houses  look  like? 

3.  How  did  the  pygmies  get  into  and  out  of  their  houses? 

4.  What  other  people  live  in  houses  something  like  these? 


SAN   DIEGO  STATE   NORMAI.   SCHOOL.  Ill 

5.  Of  what  use  were  the  great  palm  trees?  What  does  that  tell  us 
about  the  climate? 

6.  Tell  me  some  things  the  pygmies  used  for  food? 

7.  How  do  you  know  that  they  ate  those  things ;  the  story  did  not  say 
so?  (Banauas,  melons,  beans,  etc.,  were  growing  in  the  clearing 
outside  the  houses  and  the  hunters  had  brought  in  game.) 

8.  What  sort  of  noises  did  the  pygmies  hear  in  the  forests  at  night? 
(Referring  to  the  wild  animals.) 

9.  Why  did  these  people  not  need  big  houses? 

10.  What  does  "pygmy"  mean? 

11.  How  big  do  you  suppose  Osam  was? 

12.  After  the  pygmies  had  eaten  their  supper  what  did  they  do? 
Who  came  along  at  this  time? 

13.  Would  you  like  to  hear  the  story  the  old  mother  pygmy  told? 
II.  Ins-truction — Oral  by  the  teacher. 

A.  Topic— 'The  Story  of  Mr.  Rabbit,"  p.  198. 

(Note. — Mr.    Harris'   exquisite    stories   are    supposed   to    represent 
African  folklore,  hence  are  introduced  for  that  purpose  here.) 

1.  How  Mr.  Rabbit  got  a  supper  of  antelope. 

2.  Why  the  hippopotamus  has  a  short  lip. 

3.  How  the  Tar  Woman  fooled  Mr.  Rabbit. 

4.  How  Mr.  Rabbit  escaped. 
III.  Reproduction. 

A.  Impromptu  drama. 

1.  Representing  how  the  Tar  Woman  caught  Mr.  Rabbit. 

2.  Characters. 

a.  Mr.  Rabbit. 

b.  The  Tar  Woman. 

c.  Chief  of  the  Animals. 


^HWMM 

fc^^friJI 

.      If    ' 

^B^vH 

Hf    tr*jd§B^^ 

m^ 

Scene   from   Third    Grade   Drama — "Aeneas'    Visit   to   the    Underworld.' 


112  SAN    DIEGO   STATE   NORMAL    SCIlOOl,. 

Reproduction. 

The  next  step  should  he  the  reproduction  of  various  oral  portions  of  the  recent 
story  hy  the  pupils.  Usually  this  is  in  the  form  of  a  topical  recitation,  the 
children  relating  or  discussing  episodes  or  features  of  the  story  at  the  suggestion 
of  the  teacher.  One  important  purpose  of  this  form  of  reproduction  is  to  develop 
the  power,  on  the  part  of  the  pupils,  to  talk  before  the  class,  or,  in  other 
words,  the  power  of  oral  expression.  The  fundamental  aim,  however,  is  to 
discover  the  mental  images  produced  in  the  minds  of  the  pupils  by  the  instruction. 

Drama. 

These  mental  pictures  may  be  ascertained  in  various  other  ways,  the  most 
important  of  which  perhaps  are  simple  games  and  dramas.  Here  the  play  instinct 
may  be  utilized  with  pleasure  and  profit.  "Children's  spontaneous  plays  are 
idealized  reproductions  of  the  real  activities  of  primitive  peoples,"  says  Miss  Dopp. 
This  social  instinct  should  certainly  be  employed  in  teaching  history.  The  plays 
should  be  simple,  devoid  of  elaborate  ceremonies  or  costuming,  and,  as  far  as 
possible,  spontaneous  on  the  part  of  the  children.  As  everyone  knows,  little 
children  are  highly  imitative,  and,  if  skillfully  guided  by  intelligent  teachers  with- 
out too  much  design  or  authority  being  displayed,  they  will  often  work  out  for 
themselves  simple  and  effective  little  plays  illustrative  of  the  life  of  the  people 
under  consideration.  These  are  by  far  the  most  valuable  for  oiir  purposes. 
Occasionally,  however,  the  teacher,  with  the  assistance  of  the  pupils,  prepares  a 
drama  somewhat  more  ambitious,  calling  for  more  formal  drill  and  some  ingenuity 
and  resourcefulness  in  costuming.  All  the  "properties"  for  such  plays  are  made 
in  the  school  by  the  pupils  and  teachers. 

(For  specimen  dramas  see  Bliss'  History  in  the  Elementary  Schools,  Appendix.) 

Drawing. 

Drawing  and  water-color  painting  are  important  modes  of  expression  and 
furnish  great  delight  to  children.  Most  children  learn  to  draw  readily  and  derive 
great  enjoyment  from  this  manner  of  story-telling.     One  of  its  advantages  lies  in 


Eskimo  Sledge  Team.     Second  Grade.     Model  Made  of  Plasticene. 

the  fact  that  it  is  always  available.  No  attempt  should  be  made  to  pfoduce 
drawings  technically  correct,  though,  of  course,  sufficient  instructioa.  must  be 
given  to  enable  pupils  to  reproduce  on  blackboard  or  paper  some. semblance  of  the 
actual  pictures  floating  in  their  minds.  As  in  the  drama,  so  in  drawing,  the  greater 
the  spontaneity  the  more  valuable  the  results.  Drawing  seems  to  be  a  primitive 
method  of  expression  and  comes  naturally  to  children.  As  little  interference  as 
possible  should  occur  in  their  freedom  in  their  work.  Various  methods  of  drawing 
may  be  employed,  the  most  interesting  and  profitable  to  children  are  (1)  black- 
board; (2)  paper  and  ordinary  pencil;  (3)  colored  crayon  and  paper;  (4)  char- 
coal. The  last,  while  somewhat  "mussy,"  is  excellent  for  young  children  whose 
drawings  naturally  are  .in  broad  lines.    Water  colors  also  may  be  used  with  profit. 


SAN   DIEGO  STATE  NOR  MA  I,   SCHOOL. 


113 


Modeling.- 

For  everything  in  the  nature  of  extensive  geographical  representation  sand  is 
lo  be  preferred  over  any  other  material  for  modeling.  Papier  mache  is  cheap, 
easily  made  from  old  newspapers  and  is  excellent  for  representing  towns,  cities, 
forts,  landscapes,  etc.,  and  is  used  frequently  in  the  training  school.  For  models 
that  are  to  be  preserved,  clay  is  the  best  material,  but  the  models  should  be  fired. 
IMasticene,  modelene  and  other  forms  of  prepared  substitutes  for  clay  arc  very 
ronvenicnt,  always  ready  for  use  and  not  expensive. 


Primitive  Industry  at  the  Modeling  Table. 

Very  useful  in  this  direction  will  be  found  the  reproduction  or  imitation  of 
certalin  primitive  industries,  such  as  hunting,  fishing,  developing  fire,  building 
wigwams  and  tents,  preparing  skins  for  use,  making  clothing,  weapons  and  primi- 
tive utensils,  grinding  grain,  preparing  and  cooking  foods,  etc., — the  list  is  almost 
endless.  These  activities  not  only  afford  great  delight  to  the  children  and  provide 
very  effective  means  for  representing  their  mental  images,  but  also  reinforce  and 
vivify  the  formal  industrial  training  which  is  becoming  such  a  prominent  factor 
in  our  elementary  school  instruction.  (See  chapter  on  "Projects"  in  this  course 
of  study.) 

Among  the  activities  employed  are  not  only  drawing  and  sand  and  clay  modeling 
as  already  described,  but  also  paper  folding  and  cutting,  sewing,  weaving,  wood- 
work, decorating,  and  simple  building  operations  of  various  kinds.  A  complete 
list  of  models  for  these  activities  has  been  worked  out  but  space  prevents  its 
insertion  here,  since  it  aggregates  about  500  subjects.  The  list  ranges  from  an 
Indian  arrow  to  an  Indian  village ;  from  the  baby  tree  dweller's  cradle  to  a  papier 
mache  model  of  a  Dutch  city.    All  these  activities  are  based  on  the  history  stories. 


History  Projects. 

The  so-called  "project"  method  has  been  employed  in  the  history  department 
for  upwards  of  a  dozen  years,  though  it  was  not  known  by  so  ambitious  a  name. 
If  properly  guided,  excellent  results  may  be  obtained  by  its  use  and  the  interests 
of  the   children   developed.      Practically   all  the   departments   of   the   school   are 


114  SAN   DIEGO   STATE   NORMAL   SCHOOI,. 

cordially  co-operating  in  the  production  of  dramas,  building  old  missions,  erecting 
castles,  constructing  medieval  manors,  Indian  villages,  Dutch  towns,  etc.,  etc. 

The  most  elaborate  of  the  many  dramas  produced  illustrated  episodes  in  the 
stories  of  Robin  Hood,  Joan  of  Arc,  the  Cid  and  Greek  legends.  They  are  too 
long  for  insertion  here.  The  dramas  were  worked  out  entirely  by  the  pupils, 
under  the  guidance  of  their  teachers.  All  the  costumes,  properties,  etc.,  were 
prepared  as  part  of  the  regular  work  in  the  various  departments,  and  the  writing 
of  the  plays  furnished  motives  and  materials  for  valuable  work  in  English. 

A  miniature  dwelling  of  each  of  the  peoples  studied  is  worked  out  by  ihe 
children.  Development  and  preparation  of  food  in  the  primitive  way  is  illus- 
trated— roasting,  boiling,  baking,  drying,  etc.  Record-making  is  developed  by  this 
method  from  picture-writing  to  the  modern  book.  In  the  line  of  amusements,  an 
Olympic  "meet"  is  the  culmination  of  the  Greek  stories,  and,  lastly,  records  are 
kept  by  the  children  of  all  such  activities. 

One  caution  in  project  work  in  history  must  be  noted.  As  in  all  such  methods, 
there  is  great  danger  that  interest  in  the  material  features  of  the  so-called  "project" 
itself — in  the  castle,  the  Indian  village,  the  "business"  of  the  play — may  be  so 
intense  as  to  cause  the  children  to  lose  sight  of  the  very  history  which  it  is 
intended  to  illustrate.  In  history,  projects  create  atmosphere,  arouse  interest,  lend, 
sometimes,  an  air  of  verisimilitude,  but  they  do  not  teach  co-ordinated  history. 
They  may  easily  be  overdone.  They  often  require  an  immense  amount  of  time 
and  energy.     They  should    not  become  mere  "fads." 


Indian   Pueblos. 

IMPORTANCE  OF  GEOGRAPHY. 

The  use  of  maps  and  the  teaching  of  geography  in  connection  with  history  can 
not  be  urged  too  strongly.  We  must  connect  history  with  territory,  location, 
defined  space,  or  it  evaporates  into  mist.  Maps  should  be  used  constantly.  The 
best  map  for  young  children  is  that  made  by  the  teacher  herself,  showing  only 
essentials,  omitting  all  useless  details.  Direction,  distance,  altitude,  area  should  be 
developed,  but  referred  to  in  general  terms  at  first, — e.  g.,  ''long,  long  ago,"  "very 
far  away,"  "across  this  great  ocean,"  "up  this  very  high  mountain,"  are  suggestive 
phrases.  Geographical  terms  and  specific  distances,  directions  and  locations  should, 
however,  rapidly  be  introduced  as  the  work  progresses,  and  by  the  time  the  fourth 
grade  is  reached  political  geography  should  become  a  matter  of  habit  with  both 
teacher  and  pupil. 

Outlines  for  Primary  Grades. 

(Note. — For  elaboration  of  the  brief  outline  given  below,  and  for  reference  books,  see  Bliss — 
History  in  the  Elementary  Schools.) 

General  Recitation.  Plan. 

1.  Quiz  and  "anticipatory"  questions,  one-sixth  of  the  period. 


SAN    DIEGO   STATE   NORMAL   SCHOOL. 


115 


2.  Presentation  of  new  installments  of  the  story,  about  two-thirds  of  the  period. 

3.  Reproduction    by   pupils,    if   oral,   one-sixth    of   the   period ;    time    for   other 
iiKthods  of  reproduction  to  be  determined  by  their  nature. 


^/,^'' 


Third   Grade   History:    Indian  Village. 

First  Grade. 

1.  The  Tree  Dwellers.     Dopp — The  Tree  Dzvellers. 

2.  The  Cave  Dwellers.     Dopp — The  Early  Cave  Men;  The  Later  Cave  Men. 

3.  The  Sea  Dwellers.     Dopp — The  Deep  Sea  People. 

4.  The  CliflF  Dwellers.     Wiley  and  "SxWck— Children  of  the  Cliff;  Hopi,  the  Cliff 

Dweller. 

5.  The    Lake    Dwellers.      Wiley    and    Edick — Lodrix,    the    Little    Lake    Dzveller. 

Holbrook — Cave,  Mound  and  Lake  Dzvellcrs. 


First    Grade    History:    Lake    Dwellers. 


116  SAN    DIEGO   STATE   NORMAL    SCHOOL 


Second  Grade. 


1.  Life  in  Ancient  Egypt.     Kemp — History  for  Graded  and  District  Schools,  "How 

Kufu  Lived  Among  the  Old  Egyptians." 

2.  The  Early  Phcenioians.     Kemp — History  for  Graded  and  District  Schools,  "Hozv 

Hiram  Became  King." 

3.  The   Early   Persians.     Andrews — Ten  Boys,  "Story  of  Darius."     Wells — Hozv 

the  Present  Came  from  the  Past. 

4.  Primitive    Life    in    Modern    Africa.     Bliss — History    in    Elementary    Schools, 

"Osam,  the  African  Boy." 

5.  Primitive  Life  in  the  Far  North.     Scandlin — Hans,  the  Eskimo  Boy. 

6.  Primitive  Life  in  Japan.     (Correlated  with  geography).     Ayrton — Child  Life  in 

Japan. 

7.  Primitive  Life  Among  the  Indians.     Jenks — The  Childhood  of  Ji-Shib.     Lan- 

sing— Mewanee. 


History:    Cliff   dwellers. 

(Note. — The  last  four  topics  represent  primitive  civilization  of  the  present  day.     L,ongfellow's 
Hiawatha  is  also  used  in  correlation  with  literature.) 

8.  Greek  People  of  Long  Ago. 

(NoTE.^ — This  represents  the  mythical  period  of  Greek  history  and  is  presented  in  correlation 
with  literature.) 

Third  Grade. 

1.  Beginnings  of  Anglo-Saxon  Civilization.     True — The  Iron  Star,  I-VIIL 

2.  The  Beginnings  of  White  Man's  Civilization  in  America : 

*a.  Pratt — America's  Story  for  America's  Children,  Vol.  I.     (Or  any  other 
suitable  account  of  early  explorations  in  America.) 

b.  Winterburn — The  Spanish  in  the  Southwest,  to  p.  160. 
*e.  Snedden — Docas,  the  Indian  Boy  of  Santa  Clara. 
*d.  Pratt — Stories  of.  Colonial  Children. 

e.  Warren — Little  Pioneers. 

■  Fourth  Grade. 

1.  iStories  of,  the  Ancient  Greeks.    Kemp — Greece  in  Her  Infancy;  A    Visit  to 

Athens.    Terry — Historical  Stories  of  Other  Lands.    Guerber — Story  of  the 
Greeks,  to  p.  259.     (This  is  used  only  as  a  guide  to  the  teacher.    The  stories 
:       must  be  simplified,  amplified  and  adapted  to  the  age  of  the  children.) 

2.  :Stories   of   Old   Rome.      Kemp — Rome   in  Her  Infancy.     Andrews — Horatius. 
» _  -  Ouerber— ^T/t^  Story  of  the  Romans.     (See  note  to  Story  of  the  Greeks, 

above.)     Terry — Historical  Stories  of  Other  Lands,  Book  IIL 


'May  be  read  by  children. 


SAN    niKGO   STATE   NORMAL   SCHOOL. 


117 


FIFTH  AND  SIXTH  GRADES. 

Methods  of  Instruction. 

The  methods  above  outlined  apply  in  a  large  measure  to  the  fifth  and  sixth 
grades ;  but  the  pupils  here  are  able  to  get  a  larger  part  of  their  instruction  from 
hooks.  The  teacher,  therefore,  will  not  be  so  prominen-t  a  factor  in  the  work  of 
instruction.  The  oral  or  story-telling  method,  nevertheless,  will  necessarily  be 
followed  largely  on  account  of  lack  of  suitable  books  for  children.  Stress  in  these 
.urades  is  laid  on  biography  and  dramatic  and  romantic  incidents  illustrating 
medieval  and  early  modern  civilization,  consequently  opportunities  for  dramas  and 
written  compositions  are  more  frequent.  In  these  grades  also  occasional  formal 
written  tests  or  examinations  may  be  held  with  benefrt  at  the  completion  of  a 
yiven  portion  of  a  topic.  Such  examina'tions  should  call  for  expressions  of 
opinions,  impressions,  and  conclusions  rather  than  statements  of  bald  facts. 

The  importance  of  training  children  to  read  for  themselves  and  actually  to 
apprehend  the  contents  of  ordinary  books  is  often  overlooked.  The  tendency  at 
present,  especially  in  the  training  school,  is  for  the  teacher  to  do  most  of  the 
instructing  in  the  way  of  interpreting  and  summarizing  the  texts.  It  is  certainly 
time  for  pupils  in  these  grades  to  develop  the  power  of  analyzing,  classifying,  and 
generalizing  information,  impressions  and  ideas  gained  from  printed  books.  The 
teacher  still  should  be  the  leader  and  guide,  but  not  the  burden  bearer  of  her 
pupils.    Self-activity  and  self-reliance  on  the  part  of  the  children  are  desired  goals. 

The  lifth  grade  closes  with  the  reading  of  the  California  State  Text  on  History 
of  the  United  States. 


Model  of  Old  Mission. 


Specimen  of  Teaching  Plan. 

(Illustrating  a  "study  lesson"  in  sixth  grade.) 

C.eneral  Topic — The  Rival  Kings,  Henry  VIII,  Charles  V  and  Francis  I. 
Topic  for  today— The. "Field  of  the  Cloth  of  Gold."  .  .  " 

I.  Quiz  and  class  discussion.     (See  topics  for  yesterday's  study.) 

(Note. — The  purpose  of  this  quiz  and  discussion  is  to  review  the  previous  lesson  and 
prepare  pupils  for  today's  study.) 

II.  Instruction-. 

A.  Pupils  read  Pitman's  Stories  of  Old  France,  pp.  105-115. 

B.  Topics  and  questions  to  be  placed  on  the  blackboard  for  guidance  of 

pupils  and  for  discussion  at  next  lesson. 

1.  What  did  Francis  and  Henry  sec  about  them  when  they  met? 

2.  How  did  they  greet  each  other?     Do  you  think  they  were  sincere? 

Give  reasons. 

3.  Describe  a  tourney. 


lis 


SAN   DIEGO   STATE   NORMAI,   SCHOOL. 


4.  In  what  manner  did  Bayard  enter  the  lists? 

5.  How  do  you  know  that  he  was  a  brave  knight? 

6.  What    was    the    result    of    Bayard's    encounter    with    each    of    the 

English  lords? 

7.  How  did  Norfolk  and  Bayard  greet  each  other? 

8.  On  what  terms  did  Henry  and  Francis  part?     Why? 

9.  What  important  information  do  you  get  from  this  story? 

0.  Why  may  the  meeting  be  called  a  failure? 

1.  What  impressed  you  most  in  the  story? 


If  possible,  the  above  topics  and  questions  should  all  be  read  by  pupils  before 
they  begin  the  study. 

The  teacher  should  encourage  pupils  to  depend  upon  themselves  and  get  the 
information  and  ideas  called  for  out  of  the  book  for  themselves,  but  the  teacher 
should  use  the  study  period  for  individual  help  and  guidance,  especially  for  the 
poor  readers. 

Do  not  encourage  pupils  in  asking  questions  while  they  are  studying.  It  should 
be  a  period  for  quiet,  thoughtful  study  and  meditation. 

The  period  for  history  in  the  fifth  and  sixth  grades  is  divided  into  two  parts — 
about  two-fifths  for  the  quiz  and  discussion  and  three-fifths  for  the  instruction, 
either  oral  by  teacher  or  in  silent  reading  by  pupils. 


Scene  from  Drama  of  Robin  Hood.     Fifth  Grade.     All  the  Properties  Were  Made  by  the  Class. 

Fifth  Grade. 

The  Early  Middle  Ages. 
A.  The  End  of  the  Roman  Empire  and  the  Beginnings  of  the  Middle  Ages. 

1.  Downfall  of  Rome  and  Coming  of  the  Barbarians.     Lansing — Barbarian 

and  Noble    (selected   stories).     Harding — Story  of  the  Middle  Ages, 
pp.  9-49. 

2.  Charlemagne  and  His  Work.    Harding— Chaps.  VII,  IX.    Tappan— iiwro- 

pean  Hero  Stories,  38-47. 

a.  Stories   of  Roland    (selected   stories   illustrating  this   period,   to  be 
given  orally  for  the  most  part).     Baldwin — The  Story  of  Roland. 

3.  Monks  and  Monasteries.     HsLrding— Middle  Ages,  Chap.  XVI. 


SAN  DIEGO  STATE   NORMAr.   SCHOOr..  119 

15.  Beginnings  of  English  History. 

1.  Alfred    the    Great    and    Knute    the    Dane.      Tappan — 72-76.      Warren — 

Stories  from   English   History,  26-41.     Haaren   and    Poland — Famous 
Men  of  the  Middle  Ages,  119-125. 

2.  .William    the    Conquerer    and    the    Conquest    of    England.     Haaren    and 

Poland,     120-130;     163-172.       Tappan— 77-93.       Harding— Chap.     11. 

Warren — 47-80.    Hancock — Children  of  History.  Later  Times.    Hcvan — 

Stories  from  British  History. 
C    TIk-    Crusades.     Harding— Chaps.    XH,    XIII.     Haaren   and    Poland— 173-196. 

Tappan— 136-151.     T^vvy—Hist.  Stories  of  Other  Lands,  Hook  IV. 
I ).  The  Struggle  for  Liberty  and  Struggle  for  Nationality. 

1.  How  the  Magna  Carta  Was  Obtained  (to  be  presented  by  the  teacher). 

2.  Robin   Hood    (selected   stories  illustrating  the  oppression  of  the  poorer 

classes).     Pyle — Some  Merry  Adventures  of  Robin  Hood. 

3.  Wallace,   Bruce  and  Douglass.     Lang — The  Story  of  Robert  the  Bruce. 

Warren— 107-119.     Tappan— 185-189. 

4.  Joan   of   Arc  and   the  Unification   of   France.     Pitman — Stories  of  Old 

France.     Lang — Joan    of   Arc,    15-52.     Tappan — 136-157.      Harding — 
Chap.  XVIH. 

5.  Louis    XI    and    Charles    the    Bold,    Beginnings    of    French    Nationality. 

Pitman— 53-100. 
Iv  Reading  State  Textbook  in  U.  S.  History. 

Sixth  Grade. 

The  Modern  Period. 

A.  Life  in  the  Middle  Ages.     Tappan— 11  &-1 35.     Harding— Chaps.  XIV,  XV. 

B.  The  Revival  of •  Learning  (to  be  presented  orally  by  the  teacher,  for  the  most 

part).     Haaren  and  Poland— 257-262.     Tappan— 152-170. 

C.  Ferdinand  and   Isabella  and  the  Unification  of  Spain.     Haaren  and  Poland — 

Modern  Times — 16-39. 

1.  Stories  of  the  Cid  (as  an  introduction).     Wilson — Story  of  the  Cid. 

2.  Columbus     and     the     Discovery    of     America.     Johnson — The     World's 

Discoverers. 

D.  The  Elizabethan  Period. 

1.  The  Rival  Kings,  Henry  VIII,  Francis  I,  Charles  V.     Pitman— 101-150. 

Haaren  and  Poland^O-85.     Warren— 171-208. 

2.  The  Rival  Queens,  Elizabeth  and  Mary,  Queen  of  Scots.     RoUt— Tales 

from  Scottish  History,  92-120.     Warren— 206-228.    Hancock— C/i/7rfr<?M 
of  History,  Later  Times. 

3.  Drake  and  the  Sea  Fighters  of  the  Sixteenth  Century.     Tappan — 209-214. 

Warren— 229-241.        Haaren      and      Poland— 96-110.       Johnson— TA^? 
World's  Discoverers,  235-271. 
\i.  The  Struggle  for  Freedom  by  the  Swiss.     Niver — Great  Names  and  Nations, 
Modern,  158-162.     Haaren  and  Poland— 226-233.     Tappan— 190-194. 
r    F.  William  the   Silent  and   "Brave   Little   Holland."     Tappan— 204-209.     Griffis— 
Brave  Little  Holland;   Young  People's  History  of  Holland. 
G.  Review  of  European  Background  of  American  History.     (See  list  of  books  for 
general  review  and  sixth  grade  in  the  bibliography  at  end  of  the  course  in 
history.) 


120 


SAN   DlEGO   STATK   NORMAI,   SCHOOI.. 


SEVENTH  AND  EIGHTH  GRADES. 

Methods  of  Instruction. 

In  these  grades  the  California  State  Textbook  in  American  history  forms  the 
basis  of  the  work.  History  during  these  years  is  taught  largely  by  a  modified 
outline  or  "topical"  method.  Lessons  should  be  assigned,  as  a  rule,  from  the  out- 
line by  topics  and  not  by  pages  of  the  textbook.  The  learner  should  be  led  to 
feel  that  there  are  usually  several  points  of  view  from  which  almost  every  subject 
may  be  considered,  and  should  be  encouraged  to  get  into  touch  with  as  many  of 
these  viewpoints  as  possible. 


7A    tlistory    and    English    (Boys)  :    Santa    Barbara    Mission. 

The  outline  for  these  grades  is  constructed  on  the  assumption,  confirmed  by 
years  of  experience,  that  it  is  advisable  in  the  intermediate  school  for  students  to 
escape  from  the  rigidity  and  narrowness  of  the  best  textbook  to  some  extent,  and 
be  stimulated  to  develop  powers  of  comparison,  elimination,  selection  and  arrange- 
ment of  historical  material.  Pupils  are  expected  to  keep  notebooks  in  which  to 
copy  outlines,  place  maps,  pictures,  sketches,  etc.,  illustrative  of  the  subject,  and 
are  encouraged  to  make  brief  extracts  of  their  readings  and  the  talks  of  the 
teacher.  Here  the  first  steps  are  taken  in  the  research  or  library  method  of 
studying  history.  Teachers  should  make  an  effort  to  induce  pupils  to  realize  that 
no  one  textbook,  whatever  may  be  its  general  merits,  is  sufficient  on  all  points. 
Even  if  such  a  book  could  be  produced,  it  is  well  for  children  by  this  time  to 
begin  to  develop  the  critical  habit  in  reading  history.  In  order  to  accomplish  this 
purpose  it  is  desirable  that  they  have  access  to  supplementary  material.  This  is 
supplied  by  the  school  in  ample  quantities. 


SAN   UlKliO   STATE   NORMAI,   SCHOOI,.  121 

If  this  metliod  is  to  be  successful  it  will  he  necessary  to  train  the  pupils  how 
to  use  hooks  as  instruments  in  the  process  of  learninf?,  For  example,  supposing 
the  topic  under  consideration  is  "How  George  Rogers  Clark  Saved  the  Old  North- 
west," the  plan  would  he  ahout  as  follows  : 

1.  Pupils  should  look  through  the  tal)lc  of  contents  of  their  textbook.  Nothing 
u  ill  be  found  there  on  this  topic. 

2.  They  will  search  the  index  and  will  lind  a  reference  to  p.  183.  On  turning 
ID  the  page  indicated  they  will  find  only  a  brief  account. 

3.  Next,  if  books  are  available,  they  will  look  up  the  pages  given  in  their  outlines 
in  at  least  one  other  satisfactory  book. 

4.  After  reading  carefully  the  various  accounts  they  will  put  down  in  their 
notebooks  a  brief  epitome  of  what  they  have  read. 

5.  If  time  permits,  they  should  copy  the  map  of  the  Northwest  territory  and 
Clark's  operations,  placed  on  the  board  by  the  teacher. 

Or,  supposing,  from  a  single  book,  the  pupils  are  to  gather  together  a  coherent 
account  of  the  acquisition  of  territory  by  the  United  States  since  the  adoption  of 
the  constitution.  They  will  be  taught  to  search  the  table  of  contents  under  various 
heads,  e.g.,  "Expansion,"  "Territory,"  "Westward  Movement,"  "Mexican  War," 
etc. ;  then,  to  examine  the  index  and  to  use  skill  and  ingenuity  in  searching  under 
\arious  suggestive  terms;  finally  to  scan  marginal  notes  and  paragraph  headings 
in  the  textbook,  noting  down  on  separate  slips  of  paper  all  the  important  data 
ihat  can  be  found.  Lastly,  they  should  be  taught  how  to  sort  and  arrange  their 
materials  into  a  connected  coherent  account. 

Pupils  should  be  drilled  in  the  process  of  preparing  outlines  of  topics  which  they 
liave  studied  thoroughly.  The  broad  topical  outlines  given  in  the  complete  course 
of  study,*  modified  to  suit  the  pupils  and  the  occasion,  are  copied  into  pupils' 
notebooks,  and  are  intended  to  assist  them  in  such  work. 

Teachers  must  be  cautioned,  however,  against  overdoing  the  outline  or  topical 
plan.  All  such  work  must  be  of  a  very  simple  and  elementary  character.  While 
the  attention  of  pupils  is  directed  to  original  documents  for  the  purpose  of  vivify- 
ing the  secondary  matter  found  in  the  texts,  nothing  in  the  way  of  so-called 
"original  research"  is  attempted.  Telescoping  periods,  violent  dislocation  of  the 
chronological  order,  much  emphasis  on  "institutional"  development,  tend  to  confuse 
the  young  student  and  to  destroy  the  perspective.  Teachers  must  never  lose  sight 
of  the  fact  that  one  of  the  fundamental  purposes  of  any  course  of  study  in 
American  history  at  this  stage  should  be  to  unfold  a  clear  and  unbroken  view  of 
the  co-ordinated  history  of  these  United  States  from  their  origin  to  the  present 
time.  It  must  not  be  disjointed  or  incoherent.  Whatever  threatens  this  sense  of 
unity  and  continuity,  should  be  discarded.  A  judicious  combination  of  the  topical 
and  chronological  arrangement  is,  doubtless,  the  best  plan.  In  taking  up  the 
subject  at  first,  while  the  process  of  building  up  the  perspective  and  developing 
the  historical  imagination  is  going  on,  emphasis  should  be  laid  on  the  sequence  of 
events  and  periods,  in  short,  on  chronology.  For  purposes  of  review,  summaries, 
s'pecial  reports,  etc.,  the  topical  method  may  be  effectively  employed. 

Story-telling  and  simple  lecturing  are  often  commendable  in  these  grades.  By 
these  means  the  desultory  and  scattered  readings  of  pupils  may  be  co-ordinated, 
additional  information  given,  and  the  work  enlivened  and  made  much  more 
interesting  by  word  pictures  and  vivid  descriptions  of  picturesque  and  romantic 
occurrences  and  the  presentation  of  biographies  of  important  personages.  Occa- 
sionally reading  aloud  to  the  class  may  be  permitted,  but,  on  the  whole,  pupils  are 


*Bliss'  History  in  the  Elementary  Schools. 


122  SAN   DIEGO   STATE   NORMAL   SCHOOI,. 

expected  to  gain  most  of  -their  information  from  printed  material.     The  power  t(j 
do  this  rapidly  and  accurately  is  an  important  end  of  history  teaching. 
The  Recitation. 

In  recitations  the  question  method  should  prevail.  Every  teacher,  not  only  in 
these  grades  but  all  along  the  line,  is  expected  to  develop  the  ability  to  conduct 
a  lively,  interesting,  logical  "quiz"  and  class  discussion.  This  requires  thorough 
knowledge  of  the  subject-matter,  alertness,  resourcefulness,  self-possession,  force. 
It  is  the  most  difficult  part  of  the  class  instruction.  Care  should  be  taken  to 
dis'tinguish  between  the  "quiz"  and  the  "topical  recitation"  or  class  discussion. 
The  former  should  consist  of  direct,  penetrating,  clear-cut  questions  that  can  be 
answered  in  a  few  words.  The  quiz  is  the  best  method  for  conducting  a  general 
review,  the  topical  recitation  for  reproducing  and  discussing  the  contents  of  the 
recent  lessons.  More  subjects  can  be  mentioned  and  more  pupils  can  be  reached 
through  the  quiz,  more  originality  on  the  part  of  pupils  displayed  through  the  use 
of  the  topical  method.  The  topical  recitation  is  employed  to  discover  with  what 
logical  coherence  the  learner  has  received  the  instruction  and  also  to  aid  in 
developing  his  power  to  talk  consecutively  for  a  short  time  on  a  given  subject 
in  the  presence  of  the  class. 

The  best  recitation  is  that  in  which  is  used  a  judicious  mixture  of  the  quiz  and 
the  topical  method.  Questions  of  all  sorts  should  usually  be  indirect  rather  than 
direct,  calling  for  opinions,  judgments,  impressions,  in  which  knowledge  will  be 
revealed  instead  of  bald  facts  depending  upon  mere  memory, — questions  that  stir 
the  curiosity,  incite  the  reasoning  powers,  and  develop  interest,  instead  of  questions 
that  seek  for  mere  information. 

Teachers  must  be  cautioned  against  going  into  the  details  of  every  topic.  One 
of  the  main  purposes  of  the  course  is  to  build  up  a  perspective  of  x\merican  history 
in  the  minds  of  pupils.  This  can  be  accomplished  most  effectively  by  taking  a 
brief  and  rather  superficial  survey  of  the  whole  course  of  the  history  of  the  country 
in  chronological  order,  yet  pausing  frequently  to  make  a  minute  study  of  certain 
typical  events,  personages,  institutions  and  movements.  These  "type  studies"  are 
indicated  in  the  outline.  In  fact,  the  most  important  aim  of  an  outline  is  to 
preserve  the  continuity  and  co-ordination  of  the  subject,  while  at  the  same  time 
furnishing  all  necessary  suggestions  for  the  study  of  the  special  topics. 

AMERICAN  HISTORY. 

The  formal  study  of  American  History,  including  civics,  or,  as  we  prefer  to 
call  it,  citizenship,  occupies  at  present  about  one  and  one-half  of  the  remaining 
two  years  of  the  course.  As  before  suggested,  a  different  arrangement  would  be 
necessary,  providing  the  plan  is  adopted  of  completing  the  strictly  elementary 
subjects  in  the  first  six  years.  As  it  is  now,  we  must  conform  to  the  requirements 
of  courses  of  study  as  they  appear  in  practically  all  the  counties  of  the  state. 
About  twelve  weeks  of  this  period  is  devoted  to  the  investigation  and  study  of 
problems  pertaining  to  citizenship. 

A  complete  outline  of  the  course,  wath  ample  bibliography,  appears  in  Bliss* 
History  in  the  Elementary  Schools,  American  Book  Co.,  and  it  is  unnecessary  to 
reproduce  any  portion  of  it  here.  The  chief  feature  of  the  course  is  the  provision 
for  "type"  studies ;  that  is,  the  study  of  a  few  topical  colonies  pretty  thoroughly 
rather  than  a  superficial  study  of  all  the  thirteen.  In  the  period  of  exploration  a 
few  representative  Spanish  Conquistadors,  for  instance,  are  taken  up  and  as 
interesting  and  complete  stories  as  possible  woven  out  of  their  accomplishments. 


SAN   DIEGO   STATK   NOKMAI.   SCHOOL.  123 

It  is  very  necessary,  with  the  new  views,  new  attitudes  and  ideals  developed, 
,111(1  the  great  political  changes  produced  hy  the  war,  that  a  new  type  of  text 
should  appear.  This  text,  while  dealing  sufficiently  with  occurrences  and  problems 
of  the  present,  should  not.  however,  as  has  been  suggested  in  some  quarters,  devote 
less  time  and  attention  to  the  history^ of  the  past.  It  is  a  false  doctrine  that, 
cither  young  pupils  or  mature  adults  can  successfully  secure  a  true  perspective  of 
the  history  of  any  nation  or  people  by  "studying  backwards."  No  one  can  under- 
stand nor  interpret  the  present  without  a  tolerably  clear  knowledge  of  how  the 
present  came  to  be,  whence  and  how  it  evolved.  No  child  can  clearly  understand 
the  Mexican  situation  without  first  a  thorough  study  of  the  wonderful  story  of 
the  conquest  of  Mexico  by  Cortez,  which  encrusted  the  Spanish  civilization  upon 
that  of  the  native  Aztecs.  We  do  not  need  to  study  the  past  less  thoroughly  but 
with  different  purposes  and  methods,  hence  textbooks  must  be  rewritten. 

To  note  only  a  few  examples  of  different  treatment  expected :  More  attention 
should  be  given  to  the  "European  beginnings  of  American  history."  It  must  be 
clearly  developed  that  European  nations  took  possession  of  the  new  world  and 
attempted  to  reproduce  each  its  own  particular  brand  of  civilization  here.  And 
so  we  had  little  "New  Frances,"  "New  Spains,"  "New  Englands,"  etc.  The  new 
histories  of  the  United  States  will  cease  to  imply,  through  woeful  omissions,  that 
Jamestown  and  Plymouth  were  the  sole  centers  of  important  colonization.  In 
short,  they  will  be  much  less  provincial  and  egotistic.  The  new  history  will  also 
take  a  different  attitude  towards  England  and  the  revolt  of  the  colonies  from  the 
mother  country.  It  will  be  shown  that  the  American  revolution  was  only  a  phase 
( f  a  great  English  movement  towards  a  wider  franchise  and  more  equitable  repre- 
>entation;  that  certain  circumstances  in  the  relationship  between  the  colonies  and 
the  home  government,  at  whose  head  at  that  time  was  a  despotic  German  king, 
;iggravated  the  situation  and  brought  the  struggle  to  a  focus  in  America  much 
sooner  than  at  home,  and  that  it  was  over  half  a  century  before  the  revolution 
(a  comparatively  bloodless  one)  succeeded  in  England.  In  fact,  colonials  will  be 
treated  as  Englishmen  until  the  Revolution. 

Another  fundamental  change  needed  in  texts  is  less  unrelated,  desiccated  facts, 
strung  like  beads  on  a  chronological  thread,  and  more  interpretation  and  explana- 
tion revealing  cause  and  effect,  showing  the  relations  between  occurrences  widely 
separated  in  time  or  place — briefly,  a  little  bit  more  of  the  simple  philosophy  of 
I'.istory.  Current  textbooks  have  suffered  from  the  doctrine,  spread  abroad  by 
the  devotees  of  the  so-called  "research  method,"  to  the  effect  that  it  is  the  business 
of  historians  to  state  facts  only,  without  comment,  interpretations  or  deductions. 
Such  texts  might  be  sufficient  in  schools  supplied  with  specialists  in  history  who 
could  clothe  the  dry  skeleton  of  chronology  with  the  flesh  and  blood  and  garments 
of  living,  breathing  history.  This  not  being  the  case  in  our  schools,  the  textbooks 
must,  to  a  much  greater  extent,  run  the  chances  of  "personal  bias,"  "opinion  for 
f.'ict,"  "imposing  the  author's  notions  upon  the  pupils,"  and  the  other  supposed 
ilrmgers  from  textbooks  from  which  all  ideas,  doctrines  and  conclusions  of  the 
writers  have  not  been  carefully  excluded. 

American  textbooks  of  the  future  must  also  contain  at  least  one  line  of  propa- 
ganda— they  must  reveal  clearly  the  story  of  liberty.  They  must  bring  into  the 
vision  of  the  pupils  the  processes  of  development  through  which  the  peoples  of  the 
United  States  and  their  ancestors  in  Europe  have  been,  and  still  are,  slowly  and 
piinfully  progressing  from  autocracy  to  democracy. 

Until  such  books  are  produced  American  teachers  must  do  the  best  they  can 
to  eliminate,  supplement  and  transform  the  matter  and  methods  of  the  present 
texts  somewhat  along  the  lines  suggested. 


124  SAN   DIEGO   STATE    NORMAL    SCHOOE. 

Citizenship. 

In  teaching  citizenship  no  formal  course  or  outline  is,  or  ought  to  he,  used. 
The  supreme  purpose  is  to  induct  the  pupils  into  citizenship,  as  far  as  possible, 
through  their  own  experiences  and  observations. 

First,  the  social  machinery  of  the  school  is  utilized  for  this  purpose.  As  stated 
elsewhere  in  this  course,  various  social  groups  are  formed  in  the  'school,  such  as 
class  organizations,  athletic  clubs,  current  history  clubs,  the  associated  student 
body.  Junior  Red  Cross,  thrift  clubs,  and  lastly,  "Correct  English"  clubs,  etc.  All 
these  afford  training  in  citizenship  and  are  studied  with  that  end  in  view. 

Next,  the  larger  school  units  are  studied,  such  as  the  training  school,  the  normal 
school,  and  the  city  system,  and  the  relationship  which  the  intermediate  school 
and  the  individual  pupils  sustain  to  each  of  these  is  determined.  This  is  well 
within  the  experiences  of  the  children. 

Further,  the  civic  organizations  of  the  community  are  taken  up.  This  work  is 
done  almost  wholly  through  observation  accompanied  by  reports  and  talks  by  city 
officials  and  others.  Visits  are  paid  to  the  city  hall ;  council  meetings  are  attended ; 
court  trials  witnessed;  water,  fire,  police  and  other  departments  inspected. 

Then,  the  social  agencies  of  the  local  community  and  also,  to  a  limited  extent, 
those  of  the  state  and  nation  are  considered.  As  a  rule,  the  class  is  broken  up 
into  committees,  each  committee  being  assigned  the  study  of  a  particular  agenc\ 
of  its  own  choice.  As  far  as  possible,  the  pupils  themselves  interview  the  officials 
of  these  agencies,  receiving  their  information  at  first  hand.  Current  publications 
of  every  description  are  utilized  in  this  work — newspapers,  magazines,  trade  jour- 
nals, government  bulletins,  advertising  matter,  etc.,  etc.  The  committees  collect 
and  collate  their  data,  and  oral,  and  sometimes  written,  reports  are  made  to  the 
class,  followed  by  discussions.  Of  course  only  a  limited  number  of  social  agencies 
can  be  studied  during  any  given  term. 

All  such  work  needs  careful  guidance  and  supervision,  otherwise  it  will  become 
confused,  slovenly  and  futile.  Before  the  class  starts  out  on  excursions  plans  must 
be  carefully  formulated,  questionnaires  of  information  desired  drawn  up  and  the 
purpose  of  the  visit  never,  lost  sight  of.  Too  many  such  excursions  degenerate 
into  mere  social  picnics. 

Finally,  through  this  method,  the  pupils  are  led  to  an  intelligent  study  of  the 
organization  and  functions  of  the  county,  state  and  national  governments,  and, 
particularly,  to  a  realization  of  the  reciprocal  relations  of  citizens  and  governments. 
No  stress  is  laid  upon  abstract  theories  of  government  nor  upon  the  minute 
details  of  constitutions  and  laws.  These  are  deferred  to  a  later  stage  of  the  pupils' 
school  life.  Not  even  our  ridiculous  and  complicated  method  of  electing  the 
President  of  the  United  States  is  committed  to  memory! 

As  a  suggestive  text  the  California  State  Textbook,  Dunn's  "The  Community 
and  the  Citizen"  is  used.  The  author.  Prof.  Arthur  Dunn,  is  now  a  member  of 
the  Federal  Bureau  of  Education  at  Washington,  and  is  doing  important  work 
along  the  line  of  civics.  Teachers  interested  should  address  him  for  bulletins  and 
bibliographies.  Hughes — Community  Civics,  Allyn  &  Bacon,  has  recently  been 
adopted  as  a  supplementary  text. 

Bibliography. 
A  few  useful  books  on  the  teaching  of  history. 

Bliss— History  in  the  Elementary  Schools.     American  Book  Co.     80  cents. 


SAN  DIEGO  STATE  NORMAt  SCHOOL.  125 

Dyne— Socializing  the  Child.    Silver,  Burdett  &  Co.    60  cents. 

Report  of  the  Committee  of  Eight— The  Study  of  History  in  the  Elementary 

Schools.     Scribner.    50  cents. 
Robinson— The  New  History.    Macmillan.    $1.50. 
Johnson— Teaching  of  History.    Macmillan.    $1.50. 
Books  recommended  in  course  of  study, 
Andrews — Ten  Boys.     Ginn.    50  cents. 
Ayrton— Child  Life  in  Japan.    D.  C.  Heath.  20  cents. 
Baldwin— The  Story  of  Roland.     Scribner.    $1.50. 
Bevan— Stories  from  British  History.    Little,  Brown  &  Co.     50  cents. 
Dopp — The  Early  Cave  Men.    Rand  McNally.    45  cents. 
Dopp — The  Later  Cave  Men.    Rand  McNally.    45  cents. 
Dopp— The  Tree  Dwellers.    Rand  McNally.    45  cents. 
Dopp — The  Deep  Sea  Dwellers.    Rand  McNally.    45  cents. 
Dopp — The    Place    of    Industries    in    Elementary    Education.    University   of 

Chicago  Press.    $1.00. 
Dunn — The  Community  and  the  Citizen.     D.  C.  Heath.    75  cents. 
Eggleston — A  First  Book  in  American  History.    American  Book  Co.    60  cents. 
Griffis— Brave  Little  Holland.     Houghton-Mifflin  Co.    $1.25. 
Griffis— Young  People's  History  of  Holland.     Houghton-Mifflin  Co.    $1.50. 
Guerber — Story  of  the  Greeks.    American  Book  Co.    60  cents. 
Guerber — Story  of  the  Romans.     American  Book  Co.    60  cents. 
Haaren  and  Poland — Famous  Men  of  the  Middle  Ages.    American  Book  Co. 

50  cents. 
Hancock — Children  of  History.    Little,  Brown  &  Co.     50  cents. 
Harding — Story  of  the  Middle  Ages.     Scott,  Foresman  &  Co.    50  cents. 
Holbrook — Cave,  Mound  and  Lake  Dwellers. 

Jenks — The  Childhood  of  Ji-Shib.     Atkinson,  Mentzer  &  Co.    60  cents. 
Johnson— The  World's  Discoverers.     Little,  Brown  &  Co.    $1.50. 
Kemp — History  for  Graded  and  District  Schools.     Ginn.    $1.00. 
Lang— The  Story  of  Joan  of  Arc.    E.  P.  Dutton  &  Co.    50  cents. 

Lansing— The  Story  of  Robert,  the  Bruce.    E.  P.  Dutton  &  Co.    50  cents. 

Niver — Great     Names    and    Nations,    Modern.    Atkinson,    Mentzer    &    Co. 
40  cents. 

Pitman — Stories  of  Old  France.    American  Book  Co.    60  cents. 

Pratt — America's  Story  for  America's  Children.     D.  C.  Heath.    35  cents. 

Pratt — Stories  of  Colonial  Children.     Educational  Publishing  Co.    60  cents. 

Pyle — Some  Merry  Adventures  of  Robin  Hood  (School  Edition).     Scribner. 
50  cents. 

Rolfe — Tales  from  Scottish  History.     American  Book  Co.    50  cents. 

Scandlin — Hans,  the  Eskimo  Boy.     Silver,  Burdett  &  Co.    50  cents. 

Sneddin — Docas,  the  Indian  Boy.     D.  C.  Heath  &  Co.    35  cents. 

Tappan — European  Hero  Stories.     Houghton-Mifflin  Co.    65  cents. 

Terry — History  Stories  of  Other  Lands.     Row,  Peterson  &  Co.    40  cents. 

True— The  Iron  Star.    Little,  Brown  &  Co.    $1.50. 

Warren — Little  Pioneers.     Rand-McNally  &  Co.    45  cents. 

Warren — Stories  from  English  History.    D.  C.  Heath  &  Co.    65  cents. 

Thompson  &  Bigwood — Lest  We  Forget.     Silver,  Burdett  &  Co.     (Stories  of 
the  Great  War.)     $1.00. 

Wells — How  the  Present  Came  from  the  Past.     Macmillan.    Vol.  I,  56  cents  • 
Vol.  II,  64  cents. 

9— 45T46 


126    ■  SAN   DIEGO   STATE  NORMA!,   SCHOOI,. 

.Wiley  and  Edick— Lodrix,  the  Little  Lake  Dweller.     Appleton.    30  cents. 
Wiley  and  Edick— Children  of  the  Cliff.    Appleton.    30  cents. 
Wilson— The  Story  of  the  Cid.    Lothrop,  Lee  &  Shepard  Co.    $1.25. 
Winterburn— The  Spanish  in  the  Southwest.    American  Book  Co.    55  cents. 
For  general  review  and  useful  in  all  grades  to  teachers,  and  especially  as  texts 
for  the  sixth  grade,  the  following  are  recommended : 
Atkinson — European  Beginnings  of  American  History.    Ginn  &  Co.    $1.00, 
Bourne  and  Benton — Introductory  American  History.    D.  C.  Heath  &  Co. 

60  cents. 
Hall— Our  Ancestors  in  Europe.     Silver,  Burdett  &  Co.     16  cents. 
Harding— The  Story  of  Europe.     Scott,  Foresman  &  Co.    60  cents. 
Mace  and  Tanner — The   Story  of  Old  Europe  and  Young  America.    Rand 

McNally  &  Co.    75  cents. 
Nida — The  Dawn  of  American  History.     Macmillan.    80  cents. 


SAN  DIECO  STATE  NORMAL  SCHOOI,.  127 


COURSE  OF  STUDY  IN  INDUSTRIAL  ARTS. 

C.  R.   SCUDDER,  Director  of  Industrial  Arts,  and 
MARY  BENTON,  Supervisor,  Department  of  Fine  Arts. 

for  First  Six  Grades. 

The  immediate  aim  of  this  course  of  study  is  to  complete  and  bring  together  in 
an  organized  way  the  work  done  in  industrial  arts  in  the  various  subjects.  The 
future  aim  is  constantly  to  enrich  the  field  of  subject-matter  and  experience  in 
the  industrial  arts  that  the  child  may  live  with  an  intelligent  understanding  of  the 
industrial,  world. 

This  course  correlates  with  history,  geography  and  nature  study,  much  of  the 
subject-matter  and  project  work  being  covered  in  those  studies,  the  remainder 
being  covered  in  the  fine  arts  period,  as  the  fourth  grade  only  has  a  period  set 
apart  for  project  work.  The  unification  of  the  work  can  not  be  grasped  without 
following  the  course  of  study  of  any  given  grade  in  all  of  the  other  subjects. 

Grade  I. 

I.  Records. 

Through  various  approaches. 

1.  As  an  incentive  to  reading, — picture  making  to  tell  stories,  making  of 

picture  book  to  tell  story  of  some  activity.     (Need  of  words  felt.) 

2.  To  keep  a  record, — preserving  work  to  take  home  by  putting  in  book 

form.    **Keeping  records  of  weather  conditions,  spring  flowers,  etc. 

3.  *To  experience  and  appreciate  ways  of  primitive  man, — picture  writing 

on  bark  or  skins,  notched  sticks,  cairns. 
II.  Shelter. 

1.  The  doll's  house. 

(Subject, — the  house  typical  of  pupil's  environment.)  Its  location, 
ventilation,  parts,  material,  and  the  workers  needed  to  build  it. 

Project, — planning  and  building  of  house  with  group  divided  into 
carpenters,  masons,  painters,  paperhangers,  etc.  Making  furniture  of 
wood  or  cardboard,  weaving  paper  rugs.  Choosing  materials  and 
making  curtains.  Laying  out  grounds.  Making  figures  of  clay  or 
twigs.     Twisting  of  cords  for  clothesline. 

2.  *  Subject, — shelter  of  primitive  man. 

Projects, — making    models    of    shelter,    with    immediate    surroundings, 
using  sand  tables,  of  tree  dwellers,  cave  dwellers,  sea  people,  cliff 
dwellers  and  lake  dwellers.     Making  of  primitive  boats. 
Ill  Clothing. 

Subject, — clothing  suitable  to  climate  and  present  needs;  care  of  clothing. 
Recognition  of  wool,  cotton,  and  silk  through  handling  of  fabrics. 
*Clothing  of  primitive  peoples. 
Project, — dressing  dolls  or  figures  for  the  doll's  house  and  grounds,  stress 
being  on  choice  of  suitable  materials.  ^Dressing  figures  in  skins,  beads, 
etc.,  for  sand-table  problems  of  primitive  life. 
IV.  Food. 

♦Subject  matter  and  projects, — food  of  primitive  peoples. 

•Covered  in  history  period. 
**Covered    in    nature-study   period. 
NoTB. — All  work  not  starred  done  in  the  fine  arts  classes. 


128  SAN   DIEGO   STATE  NORMAI,  SCHOOI,. 

V.  Utensils. 

Subject  matter, — primitive  baskets.     How  they  are  made  of  bark,   reeds, 
splints ;  how  they  are  colored ;  how  they  are  used  at  meals  and  in  cooking. 
Making  of  May  baskets  of  palm  fiber  or  rushes. 

This  is  followed  by  a  study  of  the  myths  of  the  discovery  of  pottery,  and  of 
the  uses  and  forms  of  clay  bowls,  with  the  making  of  clay  dishes  for  the 
playhouse. 
VI.  Tools. 

*Primitive  implements  are  studied  and  illustrated. 

Grade  II. 

I.  Records. 

Subject  matter, — study  of  records  of  primitive  man,  continued. 

*1.  Picture  writing,  on  skins  and  bark  with  burnt  sticks,  colored  earth,  etc. 

*2.  Symbolism,  as  shown  upon  pottery,  baskets  and  clothing. 

*3.  Memory  aids,  as  notched  sticks,  knotted  cords,  blazed  trails,  monu- 
ments, etc. 
Projects, — individual    books    made,    illustrating    school    and    neighborhood 

activities.     Group  manuscripts  compiled  and  used  in  printed  booklets  as 

reading  lessons. 
**Record  kept  of  weather,  birds,  flowers,  etc. 
II.  Shelter. 

Subject  matter, — *shelter  of  primitive   man,   continued.     Primitive  life   in 

Africa,  Far  North,  Japan,  among  the  Indians,  Early  Greece. 
Projects, — *&and-table  expressions  of  typical  dwellings   of  primitive   man, 

including  clay  figures  of  people  and  animals,  making  of  boats,  trees,  etc. 
The  first  grade  playhouse  may  still  furnish  the  motif  for  much  second  grade 

work. 
Illustration  of  Mother  Goose  village  on  sand  table. 
**Illustration  of  a  public  market  on  sand  table. 

III.  Clothing. 

Subject    matter, — *clothing    of    primitive    peoples.      *  Weaving    of    Indian 

blankets  and  rugs. 
Projects, — *drying  a  rabbit  skin  and  making  clothes  for  figures  of  primitive 

people  for  sand  tables.     Making  cardboard  looms  and  weaving  rugs  for 

first   grade  playhouse.     Dressing  the   figures   in   Mother   Goose   village 

project. 

IV.  Food. 

*Food  of  primitive  peoples,  continued. 
V.  Utensils. 

Subject  matter, — Indian  pottery  and  baskets,  and  symbolism. 
Projects, — making  of  pottery  with  stress  on  symbolic  form  and  decoration; 
palm-leaf    May    baskets ;    Christmas    boxes    or    baskets ;    envelopes    for 
valentines  or  any  need;  clay  dishes  for  first  grade  playhouse. 
VI.  Tools. 

*Tools  of  primitive  man,  continued. 
Study  of  Indian  loom. 


*  Covered  in  history  period. 
^* Covered  in  nature-study  period. 


SAN  DIBGO  STATE  NORMAI,  SCHOOI,.  129 

Grade  III. 

I.  Records. 

♦Subject   matter:  Ancient  libraries   of   Babylon, — clay   tablets,   writing  on 
stone.    The  library  at  Alexandria, — papyrus,  how  made.    Rival  library 
at  Pergamum. 
Classic  Greek  life.     Manuscript  through  dictation, — use  of  waxed  tablets, 

codex  and  stiles.    Greek  hero  tales, — Homer  and  the  Odyssey. 

The  alphabet.     Origin  of  Phoenician  alphabet;  Greek  alphabet;  Roman 

alphabet, — borrowed  from  Greek  and  later  developed  into  what  we  use. 

Children  of  third  grade  age  enjoy  the  rebus,  giving  the  transition  from 

an  ideographic  form  of  writing  to  the  phonetic  form   (John  Martin's 

Book). 

Projects, — ***making  of  a  rebus,  waxing  of  tablet  and  etching  of  letters. 

Group  manuscripts,  some  written,  some  printed  with  rubber  stamps. 
**Records  kept  of  weather,  birds,  flowers,  seeds  etc.     Preserving  work  to 
take  home  in  simple  books.    Cataloging  books  in  school  room  and  making 
box  for  index  cards. 
II.  Shelter. 

Subject   matter, — *Greek   houses,   home   life;    evolution   of   Roman   house, 
marking  growth  of  family  as  community  unit. 
Greek  theater  and  architecture  of  temples  and  public  buildings. 
Projects, — *model  of  Greek  or  Roman  houses,  Greek  amphitheater,  galley 
ship,  Roman  arch,  Roman  chariot. 
Dutch  and  Eskimo  villages  in  correlation  with  geography. 
****Dutch    houses,    wind    mills.      Japanese    houses.      Dwellings    of    the 
Eskimos,  Irish,  Filipinos,  Mexicans  and  Pigmies. 

III.  Clothing. 

Subject    matter :  *Greek    and    Roman    garments, — material,    form,    names, 
colors  and 'decoration. 

****Kinds    of   clothing    worn    by    Dutch,    Japanese,    Eskimos,    Filipinos, 
Mexicans  and  Pigmies. 
Projects, — making  and  dressing  paper  dolls  or  clothes-pin  dolls  in  correla- 
tion with  geography. 

Making  of  costumes  for  Greek  or  Roman  festival. 

Budget  of  child's  clothing  in  correlation  with  arithmetic  through  dressing 
paper  dolls. 

Weaving  of  runner  for  desk,  with  Roman  striped  border,  on  two-heddle 
loom  as  community  work. 

IV.  Foods. 

Subject  matter, — ****foods  of  peoples  studied  in  geography. 
V.  Utensils. 

Subject  matter:  Greek,  Roman  and   Mexican  pottery, — typical  forms  and 

uses. 
Projects :  Making  of  Greek  vase  and  Roman  lamp, — decorated  and  fired. 

Making  of  boxes  for  store  project  and  for  Christmas. 

Envelopes  and  portfolios  for  any  need. 
VI.  Tools. 

Study  of  potter's  wheel  for  making  vase  forms ;  the  two-heddle  loom,  names 

of  parts  and  uses. 
****Filipino  weapons,  Australian  boomerang. 


*Covered  in  history  period. 

**Covered  in  nature-study  period. 

***Covered  in  language  period. 

****Covered  in  geography  period. 


130 


SAN  PI^CO  STAT^  NORMAI<  SCHOOI,, 


SAN  DIEGO  STATE  NORMAI*  SCHOOIi.  131 

Grade  IV. 

I.  Records. 

Subject  matter. 

1.  ♦♦♦Alphabetizing,  spelling  tests,  use  of  dictionary. 

2.  ♦Record  making  of  American  Indians  and  Mission  Fathers. 
Projects. 

Cataloging  classroom  books,  making  bibliography  cases  and  index  cards. 

Pamphlet  binding  of  records  of  class  work. 

Blue-printing  of  wild  flowers,  leaves,  etc.,  and  binding. 

♦♦♦♦Binding  of  diaries  of  trips,  and  keeping  scrap  books. 
II.  Shelter. 

Subject  matter. 

♦Shelter  of  American  Indians,  the  Mission  Fathers,  the  Pilgrims. 

♦♦♦♦Pioneer  homes  in  United  States, — cabins,  sod  houses. 

Shelter  of  Aztec  Indians. 
Projects. 

On  the  sand  table, — Aztec  shelter  and  garden,  Pilgrim  settlement. 

Making  of  a  large  model  of  San  Diego  Mission  of  adobe  bricks,  with 
figures  of  priests,  Indians  and  animals  in  clay,  roof-tiles  of  clay,  colored 
and  fired.  This  will  necessitate  a  trip  to  the  mission  to  study  construc- 
tion, roof  timbers,  environment,  etc. 

Building  an  adobe  oven  such  as  Indians  used  for  baking. 

Building  a  Pilgrim  cabin  of  sufficient  size  for  children  to  enter,  using  slab 
wood  to  represent  logs. 

♦♦♦♦This  includes  study  of  lumbering,  with  trip  to  mill,  figuring  amount 
of  lumber  needed,  getting  bids,  purchasing,  planning  and  constructing 
house  and  furniture,  building  fireplace  of  stones,  dipping  and  molding 
candles,  making  braided  rag  rug,  and,  for  community  problem,  weaving 
a  strip  of  cloth  for  table  cover  on  two-heddle  loom. 

Making  models  of  boats, — Indian  canoe,  Mayflower,  etc. 
III.  Clothing. 

Subject  matter. 

Clothing  of  American  Indians ;  Mission  Fathers  and  Pilgrims, — materials, 
how  made. 

****Cotton, — from  plant  to  cloth,  with  story  of  Eli  Whitney  and  the 
cotton  gin. 

Silk, — ♦♦raising  of  cocoon. 
♦♦♦♦Process  from  cocoon  to  cloth. 

Wool, — ♦♦♦♦from  sheep  to  cloth. 
Projects. 

Carding,  spinning,  weaving  and  dyeing  of  cotton. 

Carding,  spinning,  weaving  and  dyeing  of  wool. 

Reeling  silk  fiber  from  cocoon,  spinning,  weaving  and  dyeing. 

Making  costumes  for  Pilgrim  play,  centered  about  Pilgrim  cabin. 

Darning  in  pattern  while  weaving  textile,  as  a  community  problem. 


*Covered  in  history  period. 
**Covered  in  nature-study  period. 
***Covered  in  language  period. 
^***Covered  in  geography  period. 


132 


SAN  DIEGO  STATE  NORMAL   SCHOOI,. 


IV.  Food. 

Subject  matter. 

Dairy  products, — food  value  of  milk  and  eggs. 
Projects. 
Care  of  milk  taught  and  demonstrated  in  classroom. 
Making  of  butter,  cottage  cheese  and  custard. 
See  geography  outline  covering  "Interpretation  of  United  States  indus- 
tries through  local  industries." 
V.  Utensils. 

Subject  matter. 

*Baskets  and  pottery  of  North  American  Indians. 
*Pewter  dishes  of  Pilgrims. 
****Churns  of  different  forms. 
Projects. 
Making  a  raffia  basket  with  Indian  pattern ;  pottery  with  Indian  design 
in  under-glaze;  dishes  for  Pilgrim  cabin;  tea  tiles  with  incised  line 
design,  glazed  and  fired ;  boxes  and  envelopes  for  any  need. 
VI.  Tools. 

Subject  matter. 
Demonstration  of  carding,  spinning  and  weaving. 
Visit  to  kiln  to  study  process  of  firing. 
Implements  of  Indians  and  Pilgrims. 
Projects. 
Using  potter's  wheel;  making  bow  and  arrow. 


*Covered  in  nature-study  period. 
^**Covered  in  geography  period. 


Industrial    Arts:    Soap    Making. 


SAN  DlSGO  STATB  NORMAI,   SCHOOI,.  133 

Grade  V. 

T.  Records. 

Subject  matter. 
****Record  keeping  by  the  Incas. 

♦Copying  books  by  Romans  and  monks  contrasted  with  duplicating  by 
printing  today.     Materials  used  in  monasteries, — parchment,  ink,  paint, 
quills. 
Development  of  the  book,  the  scroll.    Folded  pages, — printing  and  folding 

by  machine. 
Evolution  of  paper  industries ;  paper  in  the  war ;  materials  and  substitutes. 
Projects. 
Blue-printing  wild  flowers  and  binding  them  in  a  book,  with  hinge-joint 

cover,  eyelets  and  Japanese  lacing. 
Making  ink  of  nut  galls,  gum  arabic  and  copperas, — paint  of  soot  and 
glue, — quill  pens,  and  paper  of  rags. 
II.  Shelter. 

Subject  matter. 
*The  feudal  castle,  monasteries,  the  manor  house. 
****Shelter  of  South  American  Indians,  Tehuelche,  Caribs,  and  Incas. 

The  dwellings  of  Chinese  and  Japanese. 
****Types   of   boats   and   vehicles    in   Egypt,    China,   Japan    and    South 
America. 
Projects. 
****Making  models  of  dwellings,  boats  and  vehicles  mentioned  in  subject 
matter. 

III.  Clothing. 

Subject  matter. 

East  Indian  printed  textiles  and  batiking. 

*Armor  of  knights,  garb  of  monks. 

****Inca  jewelry. 

****Rubber. 
Projects. 

Making  costumes   for  class  plays, — weaving  of  textile  with  pattern  on 
four-heddle  loom  for  community  problem. 

IV.  Food. 

Subject  matter. 
****Tea,  coffee,  cocoa. 
V.  Utensils. 

Subject  matter. 

Pottery  industry  of  United  States, — Indian,   Colonial,   Dedham,   Grueby, 

Markham,  Newcomb,  Rookwood,  Teco. 
Japanese  and  Chinese  pottery. 
Projects. 
Tiles, — decorated  and  fired,  or  cast  in  cement  and  colored  with  cement 

wash. 
Making  and  decorating  a  plate  to  be  fired. 
Making  of  two-piece  molds  for  reproducing  vase  forms;  pouring  molds; 

glazing  and  firing. 
Making  basket  of  reed  or  native  rushes. 
Envelopes  and  boxes  for  any  needs. 


•Covered  in  history  period. 
****Covered  in  geography  period. 


134  SAN  DiEGO  statjs  normai,  schooi,. 

VI.  Tools. 

Subject  matter. 

Study  of  Inca  implements ;  Egyptian  water  wheel. 

Four-heddle  loom, — new  parts  and  uses. 
Projects. 

Making  bola  of  Tehuelche  Indians. 

Experience  in  stacking  kiln. 

Grade  VI. 
I.  Records. 

Subject  matter. 
Block  printing  as  transition  between  manuscript  and  printing. 
Invention  of  movable  types.     Simple  printing  press.     ***(  Dramatization 

of  "Fust  and  His  Friends" — Browning.) 
Lead    type,    monotype,    linotype,    electrotype.      Book    binding,    old    and 
modern  books. 
Projects. 
Binding  records  of  class  work  in  sewed  sections  with  buckram  and  paper 

covers. 
Making  of  lead  type. 

Making  gift  books, — such  as  address  or  receipt  books. 
Publishing  of  a  newspaper,   special   holiday  edition,   the  grade   dividing 
itself  into  editorial  and  managerial  groups,  the  paper  printed  on  the 
school  press. 
Making  blue-print  paper,  printing  wild  flowers  and  binding  into  booklet. 
Making  of  a  pin-hole  camera. 
Cutting  a  wood  block  for  book  plate. 
II.  Sheher. 

Subject  matter. 
****Types  of  homes  of  European  peoples. 
Egyptian  pyramids  and  the  Sphinx. 
Projects. 

Making    models    of    types    of    transportation, — as    jaunting    car,    Irish; 
droshky,  Russian;  gondola,  Italian;  dog  wagon,  Dutch. 

III.  Clothing. 

Subject  matter. 

****Flax, — from  plant  to  linen. 

Silk, — from  industrial  viewpoint. 

Cotton  and  wool, — from  point  of  view  of  geography  of  Europe. 
Projects. 

Weaving  individual  bags  with  pattern  on  four-heddle  loom,  or  of  textile 
for  the  school  room,  of  linen  or  raw  silk. 

Retting,  spinning,  weaving  of  flax. 

IV.  Food. 

Handled  in  domestic  science  class. 
****European  foods. 


***Covered  in  language  period. 
f***Covered  in  geography  period. 


SAN  DIEGO  STATE  NORMA!,  SCHOOI,.  135 

V.  Utensils. 

Subject  matter. 
Pottery, — Delft,  Dresden,  English,  Italian  and  French. 
Growth  of  pottery  industry. 
Stories  of  Wedgwood,  Pallisy  and  Enoch  Wood. 
Paper  box  and  bag  industry. 
Bohemian  glass. 
Projects. 
Casting  simple  box  in  cement,  and  coloring. 
Tiles, — Dutch  design,  glazed  and  fired. 

Making  vase  or  bowl  with  three-piece  mold, — decorating  and  firing. 
Covering  boxes  with  cretonne. 
Decorated  wooden  and  paper  boxes. 
Pine-needle  baskets. 
VI.  Tools. 

Subject  matter. 
The  industrial  revolution.     The  flying  shuttle,  the  spinning  jenny,  water 
wheel,  power  loom,  steam  engine,  printing  press;  to  show  change  in 
industrial  life  due  to  invention  of  machinery. 

Bibliography. 

For  General  Reading  on  Industrial  Arts. 

IVwey,  John — Moral  Principles  in  Education.    Houghton-Mifflin  Co.    35  cents. 
J'.onser,  Frederick — Fundamental  Values  in  Industrial  Education. 
Kussel,  James  E. — The  School  and  Industrial  Life. 

Bound  in  a  bulletin  called  "Industrial  Education."    Teachers  College,  Columbia 

University,  N.  Y.    50  cents. 
Dopp,  Katherine — The  Place  of  Industries  in  Elementary  Education.     University 

of  Chicago  Press.    $1.00, 
Kilpatrick— The  Project  Method.    Teachers  College  Record,  Columbia  University. 

September,  1918. 

For  Specific  Study  as  Teacher's  Aids. 

RECORDS. 

CI  odd,  Edward— The  Story  of  the  Alphabet  in  The  Library  of  Useful  Stories. 

D.  Appleton  &  Co.    50  cents. 
Shaylor,  H.  W.— Book  of  Alphabets.     Ginn  &  Co.     10  cents. 
Stevens,  Thomas  W. — Lettering.    Prang  Company.    $2.00. 
Smith,   A.   M. — Printing  and  Writing   Materials.     Miss   A.   M.    Smith,    111    W. 

Seventy-sixth  street,  N.  Y.    $1.36. 
*John  Martin's  Book — Magazine.    John  Martin  Co.,  N.  Y. 
*JUitler,  F.  O.— The  Story  of  Paper  Making.     J.  W.  Butler  Paper  Co.,  Chicago. 

75  cents. 
Sindall,  R.  W.— The  Manufacture  of  Paper.    D.  Van  Nostrand  Co.    $2.00. 
Putnam,  Geo.  H.— Books  and  Their  Makers  of  the  Middle  Ages.     Part  I.    G.  P. 

Putnam  Sons.    $2.50. 
Davenport,  Cyril — The  Book,  Its  History  and  Development.     D.  Van  Nostrand 

Co.    $2.00. 
*Stein,  Evaleen— Gabriel  and  the  Hour  Book.    The  Page  Co.    $1.00. 


*For  children's  use  also. 


136  SAN  DISGO  STATE  NORMAI,  SCHOOL. 

Rawlings,    Gertrude— The    Story   of   Books   in   The   Library   of   Useful   Stories. 

D.  Appleton  &  Co.    35  cents. 
*Forman,  S.  E.— Stories  of  Useful  Inventions.    Century  Company.    60  cents. 
Mills,  J.  C— Searchlights  on  Some  American  Industries  (Paper  Making).    A.  C. 

McClurg  &  Co.    $1.50. 

SHEIvTER. 

Herbertson,  A.  J. — Man  and  His  Work.    The  Macmillan  Co.    60  cents. 
Chamberlain,  James  F. — How  We  Are  Sheltered.    The  Macmillan  Co.    40  cents. 
*Forman,   S.   E. — Stories   of  Useful   Invention    (The   House,  p.   123).     Century 

Company.    60  cents. 
Carpenter,  Frank — How  the  World  Is  Housed.    American  Book  Co.    60  cents. 

• 

CLOTHING. 

Brooks,  E.  C— The  Story  of  Cotton.    Rand-McNally  &  Co.    75  cents. 
Chamberlain,  J.  F.— How  We  Are  Clothed.    The  Macmillan  Co.    40  cents. 
Corticelli— Silk.    The  Corticelli  Silk  Mills,  Florence,  Mass. 

Earle,  Alice  Morse — Home  Life  in  Colonial  Days.    The  Macmillan  Co.    50  cents. 
*Forman,  S.  E. — Stories  of  Useful  Inventions  (Sch.  Ed.).    Chap.  IX,  The  Loom. 

Century  Company.    60  cents. 
Mowry — American  Inventions  and  Inventors  (Cotton,  Wool,  etc.).     Silver,  Bur- 

dett  &  Co.    60  cents. 
Bassett,  Sara  Ware— The  Story  of  Silk  (IIlus.).    Penn  Pub.  Co.    90  cents. 
Kinne  and  Cooley— Shelter  and  Clothing.    The  Macmillan  Co.    $1.10. 
Pellew,  Charles  E.— Dyes  and  Dyeing.     Robt.  McBride  &  Co.    $2.00. 

UTENSILS. 

Binns,  C.  F.— The  Potters  Craft.    D.  Van  Nostrand  Co.    $2.00. 

Talbot,    Mary   White — How   to   Make   Pottery;   How   to    Make   Baskets;    More 

Baskets  and  How  to  Make  Them.    Doubleday,  Page  &  Co.    $1.00  each. 
Smiles — Josiah  Wedgwood.     Harper  &  Bros.    $1.50. 
Ries,  Heinrich — Clays,  Their  Occurrence  and  Use.    Wiley.    $5.00. 
*Howliston,  Mary  H. — Cattails  Myth  of  Grandma  KaoHn.    Flanagan.    40  cents. 
James,  George  Wharton — Indian  Baskets  and  How  to  Make  Them.    $2.50. 
James,  George  Wharton — Practical  Basket  Making.     Flanagan. 
Davidson,  R.  C. — Concrete  Pottery  and  Garden  Furniture.     Munroe.    $1.50. 

For  texts  on  types  of  primitive  shelter,  clothing,  tools,  utensils,  etc.,  see  history 
and  geography  bibliographies. 

Bquipment  and  Supplies. 
Needles,  for  book  binding  and  basketry,  chenile  needle.  No.  21  or  22.    Raffia  needle. 

Milton  Bradley  Co.,  San  Francisco,  Cal. 
Thread,  for  book  binding,  Barbour's  Machine  Thread  No.  25  or  any  heavy  linen 

thread. 
Buckram,  for  binding  books,  per  yard  18  cents.     Norman  Hall  Co.,  545  Mission 

street,  San  Francisco,  Cal. 
Eyelets,  sohd  head,  at  any  book  store,  per  box  25  cents. 

Solid  head  punch  and  eyelet  set,  at  any  book  store,  $1.50. 

*For   children's   use.    also. 


SAN  DIfiGO  STATE  NORMAI*  SCHOOI,.  137 

laste,  Spontem. 

Carter's. 

Flour  and  water,  made  with  1  tablespoon  of  flour  to  one  cup  of  water  and 

boiled  till  thick,  with  i  teaspoon  of  powdered  alum  to  each  cup  of  paste  for 

preservation. 
('.hie,  flexible  glue  for  book  binding,  at  any  drug  store.    Le  Page's  Glue. 
Raffia,  natural  and  colored,  by  the  pound  or  skein.    Send  to  Milton  Bradley  Co., 

San  Francisco,  for  samples  and  prices. 
Rug  yarn.     Milton  Bradley  Co. 
r,ooms,  for  bead  loom  get  Apache  looms,  50  cents.     American  Bead  Company, 

Fifth  avenue  at  Forty-fourth  street.  New  York  City,  N.  Y. 
Table  or  bedside  looms,  4  harness  type,  No.  660 — 4  weaving  22  inches  (reed  15d). 

School  Loom  Company,  1009  Lincoln  Highway  West,  Mishawaka,  Indiana. 
I'oot  treadle  loom,  4  harness  type,  weaving  24  inches,  $3L00.     Dr.  Herbert  Hall, 

Devereaux  Mansion,  Marblehead,  Mass. 

Reeds,  23  to  inch,  $L20. 

Reeds,  18  to  inch,  $1.20. 

Reeds,  12  to  inch,  $1.20. 

Warps,  304  threads,  IS  yards. 

Warps,  144  threads,  10  yards. 
-Vpron  for  loom,  from  Dr.  Herbert  Hall. 
Shuttles,  30  cents. 
Drawing-in  hooks,  IS  to  20  cents,  from  Miss  Elna  De  Neegaard,  96  Fifth  avenue. 

New  York  City,  New  York. 
Mercerized  cotton  by  pound  (send  for  color  samples),  from  Mrs.  Anna  P.  Good- 
child,  Herter  Looms,  841  Madison  avenue.  New  York  City,  N.  Y. 
Clay,  in  flour  form,  from  any  builders  supply  company,  or  Milton  Bradley  Co. 
Cement,  white  and  gray,  from  builders  supply  company ;  plaster  of  paris,  from  any 

paint  store. 
Cement  colors,  from  Pedro  J.  Lemos,  Director  of  the  Museum,  Stanford  University, 

Palo  Alto,  California. 

LOCAI,   MATERIALS   AVAII.ABI.E  IN   CAUFORNIA. 

Eucalyptus  bark  for  primitive  records. 

Palms —  J 

(a)  Leaves,  split  into  strips  for  baskets. 

(b)  Fibers,  twisted  for  cords,  thongs,  etc.,  for  primitive  records  or  weapons. 

(c)  The  bark  or  sheath,  for  primitive  records. 
Oak  Galls,  for  ink, — mix  with  copperas  and  gum  arabic. 
Papyrus,  rags  and  wood  shavings  or  sawdust,  for  paper  making. 

Pine  needles,  wire  vine,  papyrus  heads,  willows,  bulrushes  and  grasses  for  baskets. 
Clay,  reduced  to  a  thin  liquid  or  slip,  strained  through  sieve,  settled  and  partly 

dried,  for  pottery  and  modeling. 
Adobe,  wet  and  mixed  with  tules,  for  bricks. 

Twigs,  tied  together  and  dressed  in  skins  or  grasses,  for  primitive  dolls. 
Stone,  sticks  and  bits  of  leather,  for  weapons. 
See  also  Fine  Arts  supplies. 


138  SAN  DIEGO  STATE   NORMAI,   SCHOOIv. 

MANUAL  ARTS  COURSE. 

C.   R.   SCUDDER,   Director  of  Industrial  Arts. 

For  Grades  5,  6,  7  and  8. 

The  several  purposes  or  objectives  of  instruction  in  the  industrial  arts  are 
stated  below,  as  drawn  up  by  a  committee  of  educators  during  the  past  year  (1918). 
The  order  in  which  they  stand  has  no  reference  whatever  to  their  relative 
importance.  A  given  purpose  may  be  of  prime  importance  in  one  grade  and  of 
comparatively  minor  importance  in  another. 

Purposes  in  industrial  arts. 

1.  To  develop  handiness. 

2.  To  promote  the  immediate  carrying  over  of  ideas  into  action. 

3.  To  help  discover  special  interests  and  aptitudes  important  for  vocational 

guidance. 

4.  To  provide  a  means  for  developing  technical  skill. 

5.  To  provide  a  means  for  imparting  technical  knowledge. 

6.  To  enable  the  pupil  to  apply  the  test  of  practice  to  some  of  his  thinking. 

7.  To  develop  the  mind  by  providing  constructive  problems  in  materials  which 

demand  a  vigorous  mental  reaction. 

8.  To  interest  in  school  work  those  pupils  to  whom  the  traditional  studies  do 

not  appeal. 

9.  To  create  interest  in  the  arts  and  industries  without  any  reference  to  their 

vocational  significance. 

Grade  Five. 

Purposes  7,  6,  2,  1  and  8. 

Main  objectives:  (Purpose  7)  "To  develop  the  mind  by  providing  constructive 
problems  in  materials  which  demand  a  vigorous  mental  reaction." 

(Purpose  6)  "To  enable  the  pupil  to  apply  the  test  of  practice  to  some  of  his 
thinking." 

A  secondary  consideration:  (Purpose  2)  "To  promote  the  immediate  carrying 
over  of  ideas  into  action." 

Minor  considerations:  (Purposes  1  and  8)  "To  develop  handiness."  "To 
interest  in  school  work  those  pupils  to  whom  the  traditional  studies  do  not  appeal." 

Practical  characteristics  of  projects. 

1.  Processes  must  be  varied. 

2.  They  must  be  simple  and  therefore  easily  comprehended,  and  such  as  may 

be   applied  by   the  pupils   themselves   without   too   much   dictation   and 
oversight  by  the  teacher. 

3.  The  projects  must  be  of  such  a  nature  that  the  pupils  can  judge  readily  as  to 

the  degree  of  excellence  of  the  results  attained. 

4.  The  projects  must  be  such  that  they  can  be  completed  in  a  reasonably  short 

time. 

5.  They  must  be  such  as  can  be  designed  or  modified  easily  by  the  children 

themselves,  so  that  each  pupil  may  have  what  amounts  to  an  individual 

problem. 
Practically  all  of  the  work  done  by  the  children  up  to  the  time  they  pass  into 
the  fifth  grade  is  illustrative  of  their  academic  subjects,  or  is  what  we  call  project 
work.  (Illustration — The  making  in  shop  or  classroom  in  paper,  cardboard  and 
wood,  of  the  cart,  prairie  schooner,  boats,  train,  auto  truck,  aeroplane,  etc., 
showing  the  development  of  mechanical  means  of  transportation.) 


SAN  DIEGO  STATE  NORMAI,  SCHOOt,.  139 

When  the  boys  pass  into  the  fifth  grade,  while  the  project  work  is  by  no  means 
abandoned,  yet  it  is  only  a  portion  of  the  work,  as  they  have  arrived  at  an  age 
where  the  desire  is  to  create  something  which  is  not  merely  illustrative,  but  which 
tlicy  or  someone  else  may  use  after  it  is  made.  They  have  also  more  or  less 
dimly  come  to  a  realization  of  the  fact  that  they  must  know  something  about  how 
to  handle  tools  correctly  and  to  put  things  together  in  the  right  way,  if  the 
product  is  to  be  strong  enough  for  practical  use.  Besides  the  joy  that  the  child 
of  this  grade  finds  in  creating  an  article  for  use,  there  is  the  pleasure  and  develop- 
ment he  finds  in  the  proper  control  and  co-ordination  of  muscles  and  mind  in 
working  for  fairly  exact  results  in  a  somewhat  difficult  medium. 

About  a  third  of  the  time  this  year  may  profitably  be  given  to  project  work,  in 
conjunction  with  other. school  activities.  This  type  of  work  is  scattered  through 
the  school  year,  as  occasion  and  need  for  it  arise.  Another  third  of  the  time  is 
devoted  to  the  making  of  toys  and  small  projects  for  the  pupil's  own  use.  The 
rest  of  the  time  is  devoted  to  making  toys  and  small  articles  for  the  Children's 
1  lome,  or  articles  to  be  used  in  the  school  or  home. 

Because  of  the  child's  limitations  in  the  matter  of  strength  and  control,  the  tools 
are  limited  to  the  cope  saw,  file,  auger  bit  and  brace,  brad  awl,  hand  saw,  hammer 
and  nails.  Materials  are  limited  to  %",  Yz"  and  ^"  soft  wood,  oil  paints,  and 
shellac  varnish. 

Toys  consist  of  two-piece  animal  silhouettes,  animals  mounted  on  wheels,  jointed 
men  and  animals,  action  toys,  like  the  pecking  chicken,  wood  choppers,  tops, 
gliders,  etc.,  all  painted  in  representative  or  contrasting  colors.  Useful  articles 
consist  of  spool  holders,  child's  wheelbarrow,  cart,  child's  chair,  key  racks,  etc.,  etc. 
Two  periods  per  week. 

Grade  Six. 

Purposes  4,  9,  1  and  6,  8. 

Main  objectives:  (Purpose  4)  "To  provide  a  means  for  developing  technical 
skill,"  It  is  obviously  impossible  to  develop  the  techniques  of  several  trades,  but 
it  is  possible  to  select  one  trade  or  industry  and  to  treat  it  as  illustrative  of  trade 
technique  in  general.  Even  though  the  vocational  significance  of  the  work  may 
not  be  important  for  the  boys,  it  is  highly  important  to  emphasize  this  question 
of  trade  technique  for  social  and  educational  reasons. 

(Purpose  9)  "To  create  interest  in  the  arts  and  industries  without  any  reference 
to  their  vocational  significance."  While  only  woodwork  is  given  in  this  grade, 
it  is  made  partially  to  fulfill  the  above  purpose  by  class  discussions  of  the  various 
trades  and  industries  in  which  wood  is  used,  as  well  as  of  the  logging  and  milling 
operations  involved. 

Secondary  purpose:  (Purposes  1  and  6)  "To  develop  handiness."  "To  enable 
the  pupil  to  apply  the  test  of  practice  to  some  of  his  thinking."  These  purposes 
will  be  inherent  in  any  work  that  is  carried  out  in  strict  accordance  with  the 
above-stated  principles. 

Alinor  considerations:  (Purpose  8)  "To  interest  in  school  work  those  pupils  to 
whom  the  traditional  studies  do  not  appeal." 
Practical  characteristics  of  projects. 

Projects  should  be  such  as  to  demand  the  use  of  the  truly  typical  woodworking 
tools,  and  the  methods  employed  should  be  such  as  to  show  step  by  step  the  correct 
use  of  these  tools  in  the  fundamental  operations. 

The  child  of  this  age  has  gained  considerable  control  of  his  muscles,  and  there 
are  many  things  that  he  is  interested  in  making  because  of  his  increased  responsi- 
bilities at  home  and  because  of  his  more  sustained  interest  in  different  types  of 


140  SAN   DIEGO   STATE   NORMAI,   SCHOOL. 

play  or  work.  For  these  reasons  we  are  able  to  introduce  work  of  a  more 
technical  nature,  involving  most  of  the  carpenter's  hand  tools  and  the  simple 
principles  of  construction.  The  pupil  works  directly  from  working  drawings  or 
blue  prints.  The  course  is  arranged  to  give  him  as  much  training  as  possible  in 
the  fundamental  tool  operations  and  principles  of  construction,  so  that  he  has  some 
idea  of  how  to  do  the  many  jobs  of  a  useful  nature  that  a  boy  or  man  has  to  do 
about  home  all  through  life.  Projects  are  so  classified  that  the  tool  operations 
and  constructional  principles  necessary  are  covered  and  yet  the  interest  of  the 
boy  is  held ;  and  a  reasonable  freedom  of  selection  within  the  individual's  capacity 
is  allowed.  Emphasis  is  placed  upon  the  necessity  for  accuracy.  Few  toys  are 
made  in  this  grade,  most  of  the  projects  being  for  practical  use. 

Pupils  are  required  to  make  out  a  stock  bill,  figure  waste,  spoilage,  cost  of 
accessories,  etc.  As  opportunity  offers,  the  class  works  some  general  school  or 
class  project,  which  involves  direct  correlation  with  the  other  subjects  in  the  grade. 

Projects  are  classified  and  offered  in  groups,  and  the  class  may  select  from  the 
group.  After  the  selected  project  is  completed,  the  individual  who  finishes  ahead 
of  the  class  may  select  another  from  the  same  group.  Work  on  each  project  is 
divided  into  five  steps. 

1.  Material, — selection,  cost,  etc. 

During  the  year,  at  least  five  different  woods  of  those  most  common  in 
commercial  use  must  be  used  by  each  pupil. 

2.  Layout. 

This,  during  the  year,  is  to  include  frequent  use  of  the  rule,  try  square, 
framing  square,  bevel  T,  protractor,  compass  (as  well  as  free-hand 
curves),  gauge  (both  with  tool  and  with  pencil  and  finger),  etc. 

3.  Execution. 

Squaring  up  with  plane  should  be  done  on  almost  every  project.    Smooth- 
ing with  plane,  cabinet  scraper  and  sandpaper.     Sawing  to  line  with 
boith  cross-cut  and  rip  saw.    Use  of  chisel  and  spoke  shave  on  curved^ 
surfaces,  etc.     Accuracy,  and  proper  handling  and  sharpening  of  tools 
are  emphasized. 

4.  Assembling.     (Showing  the  necessity  for  accuracy  in  execution.) 

Use  of  common  and  finish  nails,  flat  head  and  round  head  screws,  and 
glue,  both  hot  and  cold. 

5.  Finish. 

Use  of  oil  paint,  stain,  shellac  varnish,  and  furniture  wax.     When  an 
occasional  project  calls  for  it,  silax  filler  is  used. 
Emphasis  all  the  way  through  the  work  of  this  grade  is  placed  on  the  right 
method  of  doing  things,  and  when  poor  results  are  obtained  the  class  is  urged 
to  discuss  the  matter  and  determine  the  cause. 

Grade  Seven. 

Purposes  9,  1,  2  and  6,  3,  8. 

Main  objectives:  (Purpose  9)  "To  create  interest  in  the  arts  and  industries 
without  any  reference  to  their  vocational  significance."  At  this  point  it  is  our 
purpose  to  introduce  the  pupil  to  a  variety  of  materials,  and  incidentally  to  a 
variety  of  processes  fundamental  to  the  different  arts  and  industries.  Work  of 
this  nature  should  widen  the  social  horizon  of  the  pupils  by  giving  them  glimpses 
of  a  number  of  occupations. 

(Purpose  1)  "To  develop  handiness."  Considered  in  its  relation  to  Purpose  9, 
this  would  mean  that  the  pupil's  manipulative  ability  should  be  developed 
considerably  by  his  contact  with  a  variety  of  materials  and  processes. 


SAN  DIEGO  STATE  NORMAl,  SCHOOt.  141 

Secondary  purposes:  (Purposes  2  and  6)  "To  promote  the  immediate  carrying 
over  of  an  idea  into  action."  "To  enable  the  pupil  to  apply  the  test  of  practice 
to  some  of  his  thinking."  These  two  purposes  will  be  continued  as  objectives, 
but  will  be  decidedly  subordinate  to  purposes  9  and  1,  because  of  the  fact  that  the 
pupil  will  be  called  upon  to  make  the  acquaintance  of  materials  and  processes 
rather  than  to  apply  himself  to  constructive  problems  involving  these  materials. 
The  processes  in  each  case  must  be  elementary  because  of  the  limited  time.  The 
I^iipil,  in  the  course  of  his  fifth  and  sixth  grade  work,  has  developed  the  desire  and 
al)ility  to  attack  simple  problems  in  construction.  The  work  of  the  seventh  grade 
It  tempts  to  build  upon  this  problem-solving  ability,  rather  than  to  make  any 
.sl)ecial  effort  to  develop  it. 

Minor  considerations:  (Purpose  3)  "To  help  discover  special  interests  and 
ai)titudes  important  for  vocational  guidance."  This  purpose  is  of  some  importance 
as  it  helps  the  pupil  to  select  his  high  school  course  with  greater  intelligence; 
or,  if  he  leaves  school  after  graduating  from  the  eighth  grade,  enables  him  to 
select  a  job  for  which  he  is  better  adapted. 

(Purpose  8)  "To  interest  in  school  work  those  pupils  to  whom  traditional 
studies  do  not  appeal."  This  purpose  is  particularly  pertinent  here,  because  the 
boy  has  reached  the  age  when  he  is  restless  and  inclined  to  scoff  somewhat  at 
the  value  of  the  subjects  which  do  not  hold  his  interest. 

Practical  characteristics  of  course. 

Of  the  eight  basic  arts  (graphic,  woodworking,  plastic,  metal- working,  textile, 
printing,  agricultural  and  commercial)  we  have  selected  work  in  four. 

Mechanical  drawing:  Two  and  three-view  drawings  to  scale,  isometric  projec- 
tion, pencil  tracing,  blue-printing. 

Cement  work:  Making  of  simple  moulds  with  clay,  plaster  and  wood.  Casting 
in  them.  Casting  of  small  beams  of  different  mixtures  and  reinforcements,  and 
testing  their  strength  on  a  home-made  testing  machine. 

Art  metal :  Etching,  saw-pierced  work,  and  soft  soldering  with  iron  and  torch. 
Later  we  expect  to  do  some  tinsmithing  in  connection  with  this  work. 

Printing:  Six  periods  per  week,  last  half  of  year.  This  course  is  outlined  to 
follow  the  logical  order  of  processes, — lay  of  cases,  use  of  printers'  stick,  type 
setting,  justification  of  lines,  imposition,  lockup,  press  work,  etc. ;  also  the 
different  sizes  and  styles  of  type,  and  their  artistic  and  practical  arrangement  in 
setting  up  various  jobs.  This  knowledge  is  applied  in  conjunction  with  the  pupil's 
academic  subjects  in  the  issuing  at  least  twice  a  year  of  a  training  school  news- 
paper, as  well  as  various  other  projects.  During  the  past  year  the  class  has  put 
out  a  thirty-page  Roosevelt  memorial  pamphlet;  a  book  on  California  missions, 
the  binding  and  decoration  of  which  were  done  under  the  supervision  of  the  art 
department;  a  reading  book  of  twenty  pages,  compiled  by  the  third  grade  pupils 
for  use  of  the  first  grade  pupils;  a  number  of  different  record  cards  for  the 
different  departments  of  the  school ;  tickets,  etc.,  etc.  Our  printing  work  has  had 
a  very  vital  place  in  the  school  life  of  the  children. 

In  addition  to  the  training  in  the  various  materials,  tools  and  processes,  a 
number  of  industrial  excursions  are  made  to  the  local  industries  that  are  repre- 
sentative, and  to  other  industries  by  steriopticon  or  moving  pictures.  Not  a  great 
deal  of  this  excursion  work  can  be  done,  because  it  takes  too  much  time  from  the 
regular  school  work. 


10-45746 


142  SAN  DIEGO  STATE  NORMAI,   SCHOOI,. 

Grade  Eight. 

Purposes  S,  4,  8  and  3,  6  and  7. 

Main  objectives:  (Purpose  5)  "To  provide  a  means  for  imparting  technical 
knowledge."  By  "technical  knowledge"  is  meant  an  understanding  of  those 
mechanical,  mathematical  and  scientific  principles  which  are  intimately  involved  in 
practical  construction  in  wood.  In  other  words,  the  pupil  learns  the  why  of 
every  thing  he  does.  He  learns  the  composition  and  methods  of  manufacture  of 
the  various  finishes,  materials  and  tools  he  uses,  the  principles  upon  which  his 
tools  are  constructed  and  upon  which  they  work.  And  this  is  all  very  naturally 
reflected  in  the  better  use  of  these  tools  and  materials. 

(Purpose  4)  "To  provide  a  means  for  developing  technical  skill."  With  the 
fulfillment  of  purpose  5,  and  with  emphasis  placed  on  high  ideals  of  workmanship, 
the  pupil  can  not  help  but  gain  very  materially  in  the  development  of  "technical 
skill." 

Secondary  purpose:  (Purposes  8  and  3)  "To  interest  in  school  work  those 
pupils  to  whom  the  traditional  studies  do  not  appeal."  "To  help  discover  special 
interests  and  aptitudes  important  for  vocational  guidance."  These  purposes  are 
of  almost  equal  importance  in  the  work  of  this  grade,  because  at  this  time  the 
boys  need  vocational  guidance  and  particularly  that  kind  of  guidance  that  will 
lead  them  to  enter  high  school,  and  to  select  wisely  from  the  vocational  courses 
there  offered. 

Minor  considerations:  (Purposes  6  and  7)  "To  enable  the  pupil  to  apply  the 
test  of  practice  to  some  of  his  thinking."  "To  develop  the  mind  by  providing 
constructive  problems  in  materials  which  demand  a  vigorous  mental  reaction." 

Practical  characteristics  of  projects. 

To  reach  the  above-named  objectives,  the  work  of  this  grade  should  be  carried 
on  in  such  a  way  as  to  reduce  class  instruction  to  a  minimum,  and  consequently  to 
afford  considerable  latitude  to  individual  pupils  in  the  choice  of  projects.  These 
projects  may,  and  should  in  many  cases,  combine  two  or  more  of  the  handicrafts 
that  the  pupils  have  worked  in  during  the  past  year.  In  most  instances,  projects 
in  this  grade  should  be  selected  from  an  approved  list,  the  instructor  being  careful, 
of  course,  to  see  that  the  project  in  each  instance  is  well  adapted  to  the  ability 
and  the  requirements  of  the  individual  pupil  in  question.  Community  and  group 
work  are  encouraged,  and  a  few  visits  to  industrial  plants  are  made  every  year. 


SAN  DIEGO  STATE  NORMAL  SCHOOL.  143 


PROBLEMS  AND  PROJECTS. 

MARY  BENTON,  Supervisor,  Department  of  Fine  Arts. 

The  terms  problem  and  project  as  applied  to  method  in  teaching  are  rapidly 
acquiring  a  limited  and  technical  significance. 

Both  problems  and  projects  are  activities  in  which  the  accomplishment  of  an 
end  chosen  by  the  children  because  of  their  own  interests  and  needs  necessitates 
I  lie  acquisition  of  certain  facts  and  skills  heretofore  taught  formally  as  a  prepara- 
tion for  a  future  need.  Essential  elements  of  each  are  sincere  motivation  based 
upon  the  child's  present  needs,  and  the  skillful  direction  l)y  the  teacher  of  the 
child's  activities  in  accomplishing  his  purpose  so  that  knowledge  and  skill  of 
permanent  value  result. 

With  these  points  of  similarity  in  mind  the  differences  are  the  more  obvious.  A 
problem  is  relatively  simple,  motivates  work  in  one  or  very  few  subjects,  and  the 
resulting  knowledge  or  skill  is  limited  and  specific  and  a  short  time  is  required  for 
its  completion.  The  project,  on  the  other  hand,  is  more  complex,  motivates  and 
correlates  work  in  practically  all  the  school  subjects,  yields  a  great  variety  of 
knowledge  and  skill,  and  requires  an  extended  period  of  time  for  its  completion. 

In  both  methods  the  adult  logic  of  subject  matter  imposed  upon  the  child  gives 
place  to  the  child's  logic  of  need  growing  out  of  his  life.  The  child's  interest  is 
centered  upon  the  end  to  be  accomplished,  and  this  is  vital  enough  to  lead  him  to 
master  all  sorts  of  difficulties.  The  teacher's  interest  is  focused  upon  making 
the  activities  yield  the  greatest  possible  educational  returns. 

The  following  detailed  account  of  a  few  typical  problems  and  projects  actually 
worked  out  in  the  training  school  will  suffice  as  illustrations. 

Third  Grade  History   Project. 

This  project  was  an  outgrowth  of  a  desire  on  the  part  of  the  third  grade  children 
to  imitate  the  old  Greeks.  They  had  been  studying  Greek  stories  and  wished  to 
hold  an  "Olympic  Meet"  similar  to  those  of  the  old  Greeks.  The  "3B's"  called 
themselves  Spartans  and  the  "3A's,"  Athenians.  The  Athenians  sent  a  written 
challenge  to  the  Spartans  to  meet  them  on  the  Olympic  field.  Planning  and  pre- 
paring for  the  "Meet"  furnished  the  basis  for  a  great  portion  of  the  work  in  history 
for  twelve  weeks. 

Other  subjects  motivated  were  the  following: 

1.  Games  and  Music. 

The  games  and  tests  of  strength  and  skill  chosen  by  the  children  were  races, — 
simple,  relay,  torch,  armor  and  chariot;  wrestling  matches;  disk  throwing,  and 
jumping.  Boys  were  chosen  to  take  part  in  these.  After  much  practice  "try  outs" 
were  held,  and  the  most  promising  contestants  for  each  event  were  voted  upon  by 
the  group. 

The  girls  decided  to  be  "altar  maidens."  One  procession  was  planned  to  escort 
the  players  to  the  field,  during  which  the  altar  maidens  sang  and  danced.  A  second 
procession  was  to  sing  and  strew  flowers  in  the  path  of  the  victors  on  their  way 
to  the  temple  after  they  were  crowned. 


144 


SAN   DIEGO   STATE  NORMAI,   SCHOOI,. 


2.  Art  and  Handwork. 

Each  boy  designed  and  made  his  own  armor,  costume,  standard,  weapon,  or 
anything  used  in  his  event.  Each  girl  designed  and  made  her  own  costume, 
wreath  and  lyre. 

Greek  pottery  was  made  to  hold  the  flowers  used  in  the  procession.  This 
became  a  group  problem  involving  design,  color  and  proportion. 

3.  Reading  and  Language. 

The  children  discovered  the  need  for  reading  in  order  to  get  appropriate  ideas 
of  costume  and  design. 

Composite  records  of  the  work  done  were  put  into  book  form  to  be  presented 
to  the  incoming  third  grade. 

Invitations  to  the  "Meet"  were  written  to  parents  and  friends,  and  an  oral 
announcement  was  made  to  the  entire  school  by  a  "Greek  runner,"  chosen  by  the 
group.  Another  child,  chosen  in  the  same  way,  "called"  the  various  events  and 
proclaimed  the  victors  to  the  audience.  All  activities  involved  in  the  "Meet" 
carried  over  into  the  children's  free  play  period,  so  anxious  was  each  child  to  win 
for  his  side  in  the  final  event. 

A  Fourth  Grade  Project. 

A  trip  to  Old  Town,  California's  real  beginning,  was  planned,  which  proved  to 
be  the  basis  of  a  term's  work  in  history,  geography  and  nature  study,  and  in  part 
of  practically  all  of  the  other  subjects. 


4B   Boys   Building   Model  of  Mission  and   Making  Adobe   Bricks. 

The  children  decided  that  the  best  way  to  give  to  others  an  understanding  and 
appreciation  of  their  excursion  would  be  to  make  a  book  including  many  of  their 
experiences.  There  was  much  class  discussion  about  the  subject  matter  to  be  used, 
and  the  phrasing  of  each  chapter  was  carefully  developed  through  these  discussions. 
While  the  work  was  directed  by  the  teacher,  the  contributions  to  the  book  were 
entirely  the  composite  work  of  the  group.    The  "story"  of  their  trip  to  the  olive 


SAN   DI^GO  STAT£  NORMAI,  SCHOOI*.  145 

factory  in  Old  Town  included  the  following  points:  The  raising  of  olives,  the 
curing  and  canning  of  olives  and  the  making  of  olive  oil.    Examples  of  other 
"chapters"  in  the  book  were,  "What  We  Saw  on  the  Way,"  "What  We  Saw  from 
the  Hill,"  and  "The  First  Mission." 
The  following  outline  indicates  how  the  project  motivated  other  subjects: 

A.  Geography: 

Physiography  of  the  site  of  San  Diego. 
Olive  industry. 

B.  History: 

Early  explorers ;  discovery  of  San  Diego  Bay ;  founding  of  the  Mission ; 
founding  of  San  Diego. 

C.  Arithmetic : 

Weight  of  rollers  used  in  crushing  fruit  for  olive  oil. 
Number  of  bottles  filled  per  minute. 
Liquid  measure. 

D.  Nature  Study: 

Study  of  wild  flowers  found  on  trip. 

Oak  galls  gathered,  studied  and  used  for  ink. 

Acacia  trees  studied  because  of  gum  arabic  used  in  making  ink. 

E.  Manual  Arts: 

Measurements  for  size  of  book. 
Making  of  paper  for  title  page. 
Making  ink  for  class  names  for  book. 
Quill  pens  made  for  writing. 
Blue  prints  made  from  films  taken  on  trip. 

F.  Language  group : 

Oral  and  written  composition. 
Spelling. 

Reading  in  the  library  for  further  information  upon  many  of  the  topics 
listed  above. 

Another  year,  as  a  result  of  such  an  excursion,  a  model  mission  was  built.  The 
children  discovered  adobe  suitable  for  bricks,  near  the  Normal  School ;  tules  were 
shredded  and  used  with  the  adobe;  molds  for  bricks  were  made  in  the  manual 
arts  period;  a  floor  plan  was  drawn  to  a  scale;  four  elevations  of  the  Mission 
were  drawn;  tiles  for  the  roof  were  molded  and  painted. 


146 


SAN  DI^GO  STATE  NORMAIv  SCHOOI.. 


Illustrations  of  Some  Fourth  Grade  Problems. 

1.  Making  a  sand  table  model  of  an  Aztec  garden,  resulting  from  a  study  of 
American  Indians. 

2.  Making  and  designing  Indian  food  bowls  and  water  jars  following  "history" 
excursion  to  the  Exposition. 


4B — Indian  Pottery. 
Designed  from  Memory,  After  a  Visit  to  the  Indian  Village  at  the  Exposition. 

3.  Making  and  presenting  a  puppet  show  based  upon  the  Story  of  Pinocchio. 

4.  Making  Christmas  toys  and  quilts  for  the  Children's  Aid  Home.  This  problem 
became  a  project. 

5.  Butter  and  cheese  making. 

6.  Chicken  raising. 

7.  Making  of  money  and  money  boxes  for  the  model  store. 

A  Fifth  Grade  Project. 

As  a  part  of  their  geography  work  last  spring,  the  children  of  the  fifth  grade 
classes  went  on  an  excursion  around  San  Diego  Bay  and  to  the  fisheries.  The 
trip  proved  to  be  delightfully  interesting,  and  on  their  return  they  discussed  the 
best  method  of  telling  other  children  in  the  school  about  it. 

It  was  suggested  that  it  would  be  much  easier  to  show  what  they  had  seen  if 
they  had  pictures ;  and  as  they  had  none  large  enough  they  agreed  that  they  would 
make  lantern  slides,  which  could  be  thrown  upon  the  screen  in  the  assembly  room. 
Each  child,  then,  chose  some  feature  of  the  trip  in  which  he  was  most  interested, 
selecting  such  subjects  for  pictures  as  the  following:  the  patrol  boat,  the  fishing 
boats,  the  kelp  dredge,  the  lighthouses,  the  seagulls  and  pelicans,  the  map  of  the 
bay,  the  hydroplanes,  the  Battleship  Oregon,  etc.  The  pupil  then  looked  up 
material  of  which  he  was  uncertain,  as,  for  example,  the  habits  of  the  pelicans, 
presented  this  orally  to  the  class  for  criticism,  wrote  a  composition  embodying  what 


SAN  DIEGO  STATE  NORMAI,  SCHOOI,.  147 

seemed  to  be  most  interesting,  and  then  learned  this  as  his  part.  Slides  were  made 
from  free-hand  drawings  or  copied  from  books  or  magazines  by  the  children. 
After  the  drawing  was  approved  by  the  class  and  the  teacher,  the  child  placed  it 
under  a  cover  glass  and  traced  his  picture  very  carefully  with  lantern-slide  ink 
upon  the  glass.  A  framing  mat  was  then  placed  upon  the  glass,  another  cover 
glass  placed  on  top  of  this  first  one,  and  both  bound  together  with  passe  partout 
paper.  The  slides  were  then  numbered  in  accordance  with  the  order  of  descrip- 
tions chosen  by  the  class.  The  "class  lecture,"  illustrated  with  these  slides,  was 
delivered  before  the  other  children  of  the  Training  School. 
The  work  of  this  project  was  grouped  under  the  following  subjects: 

A.  Geography   (local). 

1.  Map  of  the  bay  (outline). 

2.  Location  of  points  of  interest. 

a.  The  fisheries. 

b.  The  kelp-drying  plant. 

c.  Rockwell  Aviation  Field,  etc. 

3.  Marine  life. 

B.  English. 

1.  Oral  discussion  and  criticism. 

2.  Written  description. 

3.  Spelling. 

4.  Silent  reading  (investigation). 

5.  Oral  reading  of  composition. 

6.  Memorizing  for  delivery. 

C.  Drawing  and  handwork. 

1.  Freehand,  with  pencil. 

2.  Copying  or  tracing  with  ink. 

3.  Practice  in  judging  proportion. 

4.  Making  of  lantern-slide  mats. 

5.  The  passe  partout  process  with  glass. 

D.  Penmanship.     (Careful  writing  of  composition.) 

Other  Projects  Carried  on  in  the  Fifth  Grade. 

War  Work. 

1.  Food  Conservation.     This  project  created  interest  in  the  class  work  of  geog- 

raphy (transportation  facilities),  language  (the  material  was  orally  dis- 
cussed, then  put  into  written  form),  penmanship,  drawing  and  handwork 
(books  were  made)  and  domestic  science  (recipes). 

2.  Red  Cross.    This  project  motivated  work  in  domestic  science  and  shop  work, 

chiefly.  The  girls  made  infant  layettes,  sewed  rags  for  carpets  and  did  con- 
siderable knitting  of  afghans,  sweaters,  etc.  The  boys  made  book-ends  and 
sold  them.    All  work  was  recorded  in  the  language  and  writing  periods. 

3.  Flags  of  the  allied  nations.    A  drawing  project,  into  which  much  arithmetic 

entered,  as  the  flags  were  made  to  scale  from  large  prints. 

Medieval  Castle.    A  history  project  which  required  much  careful  estimating  in 

arithmetic,  much  reading  and  oral  discussion. 
A   Japanese   Corner.    A  geography  project,  the  work  being  carried  on  in  the 

periods  devoted  to  geography,  handwork,  art,  spelling,  composition,  reading 

and  writing. 


148 


SAN  DIEGO  STATE  NORMAI,   SCHOOI,. 


Playhouse  Project. 

5-B  Grade. 

The  playhouse  project  grew  out  of  the  desire  of  a  5-E  class  to  build  a  "playhouse, 
big  enough  to  get  into."  The  idea  was  not  to  have  a  house  built  scientifically, 
either  from  the  standpoint  of  architectural  construction  or  of  finish,  but  to  have 
one  which  should  be  an  expression  of  children's  activities,  within  the  sphere  of 
their  experiences  and  on  the  level  of  their  abilities. 

The  class  first  decided  upon  the  size  and  proportions  of  the  house,  and  the 
number  and  placing  of  windows  and  doors.  This  involved  the  problems  of  pro- 
portion and  correct  spacing.  Then  they  figured  to  a  scale  and  made  their  indi- 
vidual tag-board  models.  Meantime  a  committee  of  boys,  chosen  by  the  class, 
visited  wrecking  companies  and  secured  bids  on  the  required  amount  of  second- 


SB  Boys'  Playhouse. 
Correlating  Arithmetic,   Language  and   Drawing. 

hand  lumber  which  the  class  had  estimated  as  necessary.  After  submitting  the 
bids  to  the  class,  they  attended  to  the  purchase  and  delivery.  The  boys  did  the 
actual  construction,  the  teacher  working  out  each  problem  with  them  and  with  the 
class  as  a  whole.  The  girls  made  the  wall  paper  from  original  designs,  the  best 
being  chosen  by  the  class,  stenciled  curtains  and  wove  one  jute  rug  and  one  rag 
one.  They  dyed  their  own  rags  for  the  rag  rug  and  made  their  designs,  while  the 
boys  built  the  frame  for  weaving.  The  girls  also  made  a  bedspread,  bed  linen, 
bureau  scarf,  table  runner,  candlesticks,  pottery,  etc. 

Each  problem  and  step  was  discussed  and  solved  by  the  class  when  it  arose,  and 
each  was  written  up  as  a  chapter  in  the  playhouse  record  book.  Even  such  inci- 
dents as  the  placing  of  a  placard  asking  other  children  of  the  school  to  refrain 
from  playing  on  the  premises  during  the  course  of  construction,  small  mishaps 
and  amusing  incidents  relating  to  the  work,  were  elected  by  the  children  to  be 


SAN  DIEGO  STATE  NORMAI«  SCHOOI*.  149 

included  in  their  compositions,  which,  on  the  completion  of  the  work,  were  bound 

into  loose-leaf  books. 

The  main  class  activities  for  the  entire  year  centered  about  the  project.    They 
might  be  grouped  as  follows : 

1.  Arithmetic. 

(a)  Practical  application  of  fractions. 

(b)  Elementary  surface  measure, 

(c)  Elementary  linear  measure. 

(d)  United  States  money. 

(e)  Fundamental  operations. 

2.  Oral  and  written  composition  and  record  keeping, 

3.  Spelling. 

4.  Study  of  housing  conditions  of  other  nations. 

5.  Manual  Arts. 

(a)  Figuring  to  a  scale. 

(b)  Applied  design. 

(c)  Weaving. 

(d)  Sewing. 

(e)  Clay  work. 

(f)  Basket  work. 

(g)  Wood  work  and  construction. 
(h)  Dyeing  and  tinting. 

6.  Agriculture, 

The  following  composition  from  one  of  the  loose-leaf  record  books  will  illustrate 
the  nature  of  the  work : 

''The  5-B  grade  decided  to  make  a  playhouse,  big  enough  for  us  all  to  get 
into.  It  will  be  six  feet  high.  It  will  be  eight  feet  wide  and  ten  feet  long. 
The  roof  will  have  a  pitch  of  two  and  one-half  feet.  We  figured  in  arithmetic 
that  it  would  take  two  hundred  and  sixteen  feet  of  lumber  one  foot  wide  for 
the  sides  of  our  house.  It  will  take  seventy-two  feet  of  two  by  fours  for  the 
case  and  the  top.  It  will  take  twenty-four  feet  of  two  by  fours  for  supports. 
It  will  take  twelve  feet  of  two  by  fours  for  the  ridgepole.  It  will  take  five  feet 
of  two  by  fours  to  support  the  ridgepole.  So  we  will  need  one  hundred  and 
thirteen  feet  of  two  by  fours. 

Joseph  Elmer  and  Thomas  Hawley  were  chosen  as  representatives  of  the 
Fifth  Grade  to  see  about  buying  lumber  for  our  playhouse.  Miss  Harper  took 
Joseph  and  Thomas  into  the  Exposition  through  the  North  Gate.  They  went 
first  to  the  Sinking  of  the  Titanic.  The  amount  of  lumber  which  we  needed 
would  cost  $8.32  there.  Next  the  boys  went  to  the  Race  Through  the  Clouds. 
The  lumber  at  the  Race  Through  the  Clouds  cost  twice  as  much  as  it  did  at 
the  Sinking  of  the  Titanic.  The  lumber. was  delivered  on  January  31,  1917, 
The  cost  of  delivery  was  $1.25,    The  complete  cost  of  the  lumber  was  $9.57." 

Proposed  Project — Seventh  or  Eighth  Grade  Boys. 

Shipping  and  Shipbuilding. 
English. 

1.  Record  of  time,  materials  used,  difficulties  and  ways  of  overcoming  them. 

2.  Letters. 

3.  Oral  reports. 


ISO  SAN   DIEGO   STATE   NORMAL,   SCHOOI.. 

Literature. 

1.  "Captains  Courageous" — Kipling. 

2.  "Two  Years  Before  the  Mast"— Dana. 

3.  "Twenty  Thousand  Leagues  Under  the  Sea"— Jules  Verne. 

4.  Poems  of  sea  life. 
Geography. 

1.  Locations  of  United  States  Shipyards, 
(o)  Climatic  conditions. 

(b)  Transportation  and  sources  of  supplies. 

(c)  Leading  steamship  lines  of  the  world. 

(1)  The  kinds  of  cargoes  carried. 
Arithmetic. 

1.  Costs  of  various  kinds  of  ships. 

2.  Taxes. 

3.  Insurance. 

4.  Tonnage. 

5.  Statistics. 
Science. 

1.  Plates  for  use  in  the  lantern. 

2.  Chemistry  of  materials  used. 

3.  Applied  electricity. 
Physical  Education. 

1.  Games  used  by  sailors. 
Art. 

1.  Conventionalized  ships  for  designs  for  tiles  or  other  decoration. 

2.  Camouflage. 

THE  ASSEMBLY  PROGRAMS. 

GERTRUDE  LAWS,  Principal  of  Training  School. 

The  assembly  motivates  much  of  the  work  done  in  the  training  school.  No 
attempt  is  made  at  entertainment,  but  opportunity  is  offered  for  each  group  of 
children  to  put  on  an  interesting  program  for  the  other  groups  of  the  school.  Lack 
of  self-consciousness,  the  natural  childish  way  of  doing  things,  and  sympathetic 
appreciation  of  one  another's  work  are  always  conspicuous  in  these  exercises.  The 
almost  parental  pride  of  the  older  children  when  the  little  first  and  second  grade 
people  have  charge  of  the  period  is  very  gratifying.  There  is  no  clapping  of  hands 
in  applause  of  the  good  work  done.  The  eager  attention  to  all  that  goes  on  is 
strong  evidence  of  the  thing  clapping  of  hands  is  supposed  to  express,  but  too 
often  does  not. 

Once  a  week,  Friday  morning  at  9  o'clock,  all  the  children  of  the  training  school 
go  to  the  assembly  room  when  there  is  always  the  chant  of  the  Lord's  Prayer,  the 
singing  of  America,  and  the  flag  salute  by  the  entire  assembly.  Some  group  then 
gives  a  phase  of  its  regular  work  for  ten  or  fifteen  minutes.  The  kinds  of  things 
done  are:  reading,  arithmetic,  games,  music,  original  poems  and  riddles  (which 
are  guessed  by  the  auditors),  acting  Mother  Goose  rhymes  (which  are  also  guessed 
by  the  other  children),  rhythmic  work,  gymnastic  drills,  reports  of  excursions, 
(with  lantern  slides,  made  by  the  children  themselves,  illustrating  their  trips), 
elementary  science  experiments,  exhibitions  of  industrial  arts  problems,  with 
reports  of  the  development  of  each,  dramatization  of  history  and  literature.  Special 
attention  is  given  to  such  dates  as  Admission  Day,  Labor  Day,  Saint  Valentine's 
Day,  Thanksgiving  Day,  Christmas  Day,  Washington's  Brithday,  etc. 


SAN  Dl£GO  STATIS  NORMAL  SCHOOI<.  151 

Besides  the  general  assemblies,  we  have  a  seventh  and  eighth  grade  assembly 
once  a  week,  when  more  advanced  work  is  done,  as  reports  from  the  language 
classes  on  such  subjects  as  Americanization,  shipbuilding,  "Great  Gifts  and  Givers," 
the  Missions  of  California.  Debates,  discussion  of  various  phases  of  the  life  of 
the  school,  discussion  of  vocations  open  to  boys  and  girls  add  to  the  value  o! 
these  assemblies.  Considerable  attention  is  given  to  parliamentary  practice  at 
these  meetings.  Twice  a  year  officers  are  nominated  and  elected  by  ballot,  and 
the  children  gain  considerable  practice  in  handling  elections  and  in  study  of 
common  occurrences  at  municipal  and  state  elections. 

A  children's  orchestra  was  organized  the  first  of  this  year  and  it  has  added 
greatly  to  the  interest  of  the  assemblies. 

The  assembly,  regarded  as  a  social  project,  is  one  of  the  most  important  of  the 
activities  of  the  school. 


1S2  SAN  DI^O   STATE  NORMAI,   SCHOOI,. 

FINE  ARTS. 

MARY  BENTON,  Supervisor,  Department  of  Fine  Arts. 

The  purpose  of  art  study  and  experience  in  the  grades  is  not  to  make  artists 
of  the  children,  neither  is  it  the  finished  product  in  itself;  it  is  rather  to  develop 
the  power  to  see  and  that  sense  of  good  taste  which  functions  in  all  walks  of  life 
in  the  better  production  and  choice  of  those  things  with  which  man  surrounds 
himself.  A  certain  degree  of  skill  in  expression  and  execution,  as  well  as  a  growth 
in  culture,  will  follow  from  association  with  the  world's  most  beautiful  examples 
of  space  art. 

This  course  of  study  is  based  on  the  stages  of  growth  and  development  of  the 
child  outlined  in  the  introductory  chapter  of  this  bulletin.  In  the  first  three  years 
the  work  is  largely  guided  expression  of  the  child's  activities  and  interests  through 
art  mediums.  The  fourth,  fifth  and  sixth  years  show  the  growing  consciousness 
of  the  need  of  more  adequate  means  of  expression,  and  the  interest  in  the  result 
increases.  The  desire  for  the  approval  of  others  spurs  the  child  to  increase  his 
skill  in  the  use  of  the  art  elements  and  principles.  In  early  adolescence  the  interest 
becomes  more  individualized,  and  the  art  problems  grow  out  of  personal  rather 
than  group  needs. 

The  fine  and  industrial  art  courses  are  so  closely  associated  that  one  should  not 
be  read  without  the  other.  Both  motivate  and  illuminate  much  of  the  content  of 
the  other  school  subjects. 

Grade  I. 
I.  Design. 

1.  Line :  Repetition  of  lines  for  good  spacing  in  borders,  rug  designs  and 

panelling  for  rooms  in  a  doll's  house ;  repetition  with  rhythm  worked 
out  with  chalk  on  the  blackboard,  or  with  charcoal  on  large  paper,  in 
original  expression  of  different  bars  of  music  with  varying  rhythmic 
movements. 

2.  Dark  and  light:  Two  values  studied  from  the  child's  own  work  in  cut 

paper  in  relation  to  good  massing  and  placing. 

3.  Color:  Names  of  hues  are  learned  and  the  first  steps  in  harmony  are 

studied  through  combining  colored  papers  and  choosing  the  color 
schemes  for  the  rooms  in  the  doll's  house.  The  making  of  flat  washes 
for  the  wall  paper  is  the  first  step  in  water-color  work. 

4.  The  elements    (line,  dark  and  light  and  color)   and  good  spacing  are 

studied  through  making  surface  patterns  and  borders  by  means  of 
stick  printing,  or  simple  motifs  worked  out  from  seeds,  leaves,  etc.,  for 
wall  paper,  curtains,  dishes,  rugs,  etc.,  for  the  house;  in  making  furni- 
ture and  laying  out  the  grounds  about  the  house ;  in  cover  designs  for 
booklets,  holiday  cards  and  boxes,  and  in  landscape  studies  of  spring 
and  autumn. 
II.  Representation :  Paper  cutting,  mass  painting  and  modeling  of  toys,  animals, 

birds,  fruit,  flowers,  etc.,  for  study  of  form. 
III.  Illustration:  Using  the  same  mediums  as  in  representation,  also  crayola,  the 

children  tell  in  pictures  the  story  of  vacation,  home  and  school  experiences, 

games,    industries,    and    stories    from    history,    literature,    etc.,    for    free 

expression  of  thought. 


SAN  DIEGO  STATE  NORMAT.   SCHOOF,.  153 

IV.  Art  study:  Emphasis  on  story  element. 
Reynolds — Age  of  Innocence. 
Raphael — Madonna  of  the  Chair. 
Millet— Feeding  Her  Birds. 
Millet— First  Steps. 
Van  Dyck— Baby  Stuart. 
Correggio — Holy  Night. 
Illustrations  by — 

Jessie  Wilcox  Smith. 

Elizabeth  Shippen  Green. 

Rose  Cecil  O'Neill. 

Grade  II. 

I.  Design. 

1.  Une:  Character  of  line.     The  children  try  to  express  an  animal,  fruit, 

vegetable  or  flower  form  by  one  expressive  line  with  the  brush,  in  this 
way  observing  the  characteristic  diflFerences  in  objects.  They  also  work 
on  problems  of  line  in  repetition,  rhythm  and  space  division. 

2.  Dark  and  light:   Two  values   are   studied  in  cut  paper  or   free-brush 

painting. 

3.  Color :  Hue,  value  and  harmony  are  studied  through  combining  pieces  of 

colored  paper  or  fabrics. 

4.  The  simple  steps  in  these  three  elements  and  in  the  principle  of  propor- 

tion or  good  spacing  are  learned  through  making  and  applying  surface 
patterns,   borders   and   units   to   booklets,   scrapbooks,   holiday  cards, 
boxes  and  baskets,  rugs  and  furnishing  for  the  first  grade  doll's  house. 
Objects  used  by  primitive  man,  such  as  pottery,  weapons,  clothing,  etc., 
are   studied  with   stress   on   symbolism,   and   are   made  by  children. 
Group  posters  and  landscape  settings  for  scenes  from  Hiawatha  and 
other  stories  furnish  good  problems. 
IT.  Representation :  Animal  form  is  studied  through  cut  paper  and  free  painting 
or  is  incised  in  clay  in  correlation  with  the  history  of  the  cave  man.    Fruit, 
vegetable    and   bird    forms    are    studied    through    paper   cutting    or    wash 
painting,  to  develop  ability  to  see  and  express  form. 
III.  Illustration :  Picture  writing  is  done  on  rabbit  skins  prepared  by  the  children. 
and    on   bark,    with    burnt    sticks,   colored    earth,    etc.     Home    and    school 
experiences,  vacation  sports,  etc.,  are  told  by  free  painting  or  crayola,  to 
encourage  freedom  in  expressiort. 
IV.  Art  study. 

In  connection  with  the  study  of  primitive  man,  use  the  "Dawn  of  Art" 
number  of  "Art  and  Archaeology,"  August,  1916;  also  "Bird"  number, 
December,  1916. 

For  character  of  line,  use  Japanese  brush  paintings  of  animals,  children 
and  flowers. 

For  study  of  Indian  design  the  children  are  taken  to  the  San  Diego 
Museum  of  Indian  Arts. 

For  the  story  element  and  simple  elements  and  principles  of  art : 
Millet — Feeding  the  Hens. 
Millet — Digging  Potatoes. 
Landseer — My  Dog. 
Raphael— Madonna  of  the  Chair. 


154-  SAN  DIEGO  STATE  NORMAI.   SCHOOI,. 

Mauve — Sheep,  Autumn. 
Rembrandt — Lion  and  Elephant. 
Diirer— Rabbit. 
Breton — Song  of  the  Lark. 
Illustrations  by — 
Jessie  Wilcox  Smith. 
Elizabeth  Shippen  Green. 
Arthur  Rackham. 
Edmund  Dulac. 
William  Nicholson. 

Grade  III. 
I.  Design. 

1.  Line:  Rhythm,  proportion  and  form  are  studied  in  Greek,  Roman  and 

Mexican  pottery,  and  appreciation  is  gained  through  designing,  building 
and  decorating  pottery. 

2.  Dark  and  light :  Three  values  are  analyzed  and  applied. 

3.  Color :  Hues,  values,  intensities  are  studied  through  describing  colors  of 

papers,  textiles,  etc.,  and  are  applied  to  original  designs  in  crayola, 
water  color  and  tempera. 

4.  All  three  elements,  with  pattern  and  composition,  are  taught  through 

designing  Dutch,  Japanese,  Greek  and  Roman  costumes  by  means  of 
paper  dolls,  and  in  making  costumes  to  be  worn  in  Greek  and  Roman 
games,  in  making  costumes  for  paper  dolls,  of  plain,  plaid  or  striped 
and  figured  fabrics  in  good  combination,  in  correlation  with  making 
a  budget  of  child's  clothing  in  the  arithmetic  class,  in  lettering  posters, 
in  designing  and  weaving  a  Roman  striped  textile  on  the  two-heddle 
loom  as  a  group  problem,  in  designing  portfolios,  book  covers  and 
holiday  novelties. 

IL  Representation :  Brush  drawing  in  mass,  or  in  few  action  lines,  of  children, 
animals,  birds  and  flowers,  is  followed  by  memory  sketches  to  develop  sight 
and  memory  by  eliminating  all  unnecessary  details. 
IIL  Illustration :  Largely  expressed  through  constructive  problems  in  correlation 
with  history,  geography  and  literature,  such  as  a  stage  setting  for  a  Japanese 
story,  with  the  dolls  in  costume,  through  cut  paper  scenes  for  study  of  child 
life  in  foreign  lands,  bound  into  booklets ;  and  also  through  illustrations  in 
water  color,  crayola  or  cut  paper  of  original  rhymes  for  a  book. 
IV.  Art  study. 

Greek  and  Roman  architecture,  sculpture  and  pottery. 
Mexican  pottery  at  the  San  Diego  Museum. 
For  line,  Japanese  prints  and  brush  paintings. 
For  action,  color  and  drawing,  illustrations  by — 
Boutet  de  Monvel.     (Drawings  of  children.) 
Arthur  Rackham. 
Edmund  Dulac. 
Jessie  Wilcox  Smith. 
Chas.  L.  Bull's  animal  drawings. 
For  interest   in  the  painter  as   well  as   for  art  qualities,  the  Dutch  masters, 
Rembrandt  and  Pieter  de  Hooch. 


SAN  DICCO  STATE  NORMAI.  SCHOOL.  155 

Grade  IV. 

I.  Design. 

1.  Line:  Characteristic  action  lines  are  studied  in  figure  drawing.    Outline 

is  used  for  study  of  form  in  Indian  basket  and  pottery  forms. 

2.  Dark   and   light:   Three   and    more   values   are   analyzed   and   applied. 

(See  4.) 

3.  Color:   Through   inability  to  describe  accurately  the  color  of  textiles, 

papers,  etc.,  the  need  is  felt  of  specific  terms.  Value  and  intensity  of 
color  are  then  studied. 

4.  The  applications  of  1,  2  and  3  are  made  in  such  problems  as  a  frieze  for 

the    schoolroom   showing  the   coming   to   California   of   the   Mission 
Fathers,  the  discovery  of  America  by  Columbus,  the  landing  of  the 
Pilgrims,  etc, — ^problems  giving  good  opportunity  for  composition  and 
study  of  color  harmony  and  subordination,  or  the  emphasis  of  a  domi- 
nating figure  or  mass  by  means  of  color;  also  through  dyeing  of  rags 
or  wool  and  designing  and  weaving  rugs  or  textiles,  weaving  of  pat- 
tern   in    Indian   baskets,    decorating  tiles   and   pottery   in   underglaze 
colors,  in  making  and  decorating  books,  boxes  and  all  holiday  novelties 
including  carts  and  toyi^ ;  and  lettering  for  signs  and  posters  cut  from 
paper,  painted  with  flat  bristle  brush  or  printed  with  spoonbill  pens. 
II.  Representation :  Sketches  from  figure  poses  for  action  and  proportion,  in  cut 
paper,  wash  painting  and  charcoal.     Memory  work  as  in  Grade  III.    When 
animal,  bird  or  flower  forms  are  drawn  or  painted,  it  is  done  in  preparation 
for  adaptation  to  design  or  to  the  arrangement  of  forms  in  a  space,  as  in 
posters,  patterns,  etc. 

III.  Illustration:  Of  original  rhymes  and  stories,  as  in  Grade  III. 

IV.  Art  study. 

Indian  art  at  the  San  Diego  Museum  is  studied,  and  drawings  are  made  by 

children. 
Japanese  brush  paintings  are  studied. 

For  composition,  see  William  Nicholson's  "Square  Book  of  Animals." 
Study  of  pictures  showing  Puritan  furniture  and  pewter. 
Picture  for  subject  as  well  as  art  quality — 

Boughton — Pilgrims. 

Rembrandt — Windmill. 

Ruysdael — Dutch  Landscape. 

de  Hooch — Dutch  Interiors. 

Murillo — Beggar  Boys. 
Lives  of  the  painters  are  studied,  and  an  art  notebook  is  commenced. 

Grade  V. 

I.  Design. 

1.  Line:  Japanese  and  Chinese  forms  of  writing  and  their  effect  on  brush 

painting  are  studied,  and  the  Japanese  brush  is  used  in  problems  which 
develop  control  and  quality  of  line.  The  relation  of  lines  and  spaces 
is  emphasized. 

2.  Dark  and  light  and  color:  Value,  intensity  and  harmony  are  more  care- 

fully analyzed  and  applied. 

3.  The  elements  and  also  the  principles  of  spacing,  composition  and  sub- 

ordination are  applied  in  making  tile  or  plate  designs,  with  Feudal 
Castle,  Chinese  or  Japanese  motifs,  carried  out  in  incised  line,  fired, 
then  glazed  by  the  children,  or  cast  in  cement  and  colored  with  cement 


156  SAN  DTKGO  STAT^  NORM  AT,  SCHOOI,. 

wash,  in  lettering  and  arranging  group  panels,  posters,  etc.,  in  making 
surface  patterns  for  textiles,  carried  out  in  batik  or  block  printing; 
designs  for  book  covers  or  end  pages,  costumes  for  class  plays,  pottery 
and  holiday  novelties.     Lettering  is  also  studied  in  connection  with 
monastic  printing  and  illuminating,  and  is  done  with  quill  pens  and 
ink,  made  by  the  children,  or  with  spoonbill  pens,  Japanese  and  flat 
bristle  brushes. 
II.  Representation :  Pose  drawing  of  figure,  developed  in  flat  areas  of  color  with 
no  features  or  detail.     In  drawing  or  painting  animals,  flowers,  etc.,  com- 
position, or  the  pattern  quality,  is  stressed. 

III.  Illustration  has  been  largely  absorbed  in  design,  as  all  problems  which  in 

reality  are  illustrative  are  handled  from  the  standpoint  of  conveying  the 
story  through  careful  use  of  elements  and  principles.  Cartoons  are  made 
for  lantern  slides  or  the  school  paper. 

IV.  Art  study. 

Early  manuscripts,  showing  monastic  lettering  and  illuminating. 
Japanese  and  Chinese  writing,  brush  paintings,  prints  and  designs. 
Japanese,  Chinese,  Indian  and  modern  American  pottery. 
Old  textiles,  especially  East  Indian,  for  color  and  pattern. 
For  color — 

Jules  Guerin's  and  Maxfield  Parrish's  illustrations. 
For  color,  figure  drawing  and  composition — 
Boutet  de  Monvel — Illustrations  of  Joan  of  Arc. 
For  line  and  spacing — 

Sargent — Frieze  of  the  Prophets. 

Millet— The  Gleaners. 

Chapu — Figure  of  Joan  of  Arc. 
For  dark  and  light  pattern — 

Corot — Landscapes. 
For  correlation  with  history — 

The  Monk  Masters — 

Fra  Angelico. 

Filippo  Lippi. 

Bartolommeo. 

The  English  artists — 

Burne  Jones — The  Golden  Stairs. 

Gainsborough — The  Blue  Boy. 

J.  M.  W.  Turner— Rain,  Steam  and  Speed. 

Watts— Sir  Galahad. 

Abbey — Quest  of  the  Holy  Grail.     (For  subject.) 

Grade  VI. 

I.  Design. 

Line:  Significant  line  in  figure,  and  grace  and  rhythm  of  line,  studied  in 
Japanese  figure  drawings,  in  statuary  and  pictures.  The  children 
interpret  prints  or  pose,  from  memory,  by  means  of  a  few  main  lines, 
and  also  draw  from  pose,  working  for  grace  and  rhythm  in  line. 

2.  Dark  and  light  and  color :  Ways  of  harmony  building  studied  and  applied. 

3.  Elements  and  principles  applied  to  much  the  same  type  of  problems  as 

in  Grade  V,  with  difference  in  application.    The  designs  for  tiles,  bowls 
or  cement  boxes  are  carried  out  in  intaglio,  and  the  cement  is  colored 


N.  B. — The  notebook  commenced  in  Grade  IV  is  continued  in  character,  new  books  being 
made  and  decorated. 


SAN   DIEGO  STATE  NORMAL  SCHOOL.  157 

by  the  majolica  method,  calling  for  a  more  advanced  understanding  of 
the  fitness  of  the  design  for  the  purpose  in  all  cases. 
II.  Representation :  Study  of  perspective  commenced.     Experiments  in  elliptical 
and  parallel  perspective  conducted  by  the  children,  and  application  made  in 
still  life  and  landscape  problems.     (See  also  work  given  under  Line.) 
Til.  Illustration:  Cartoons  or  illustrations  arc  made  for  the  school  newspaper  and 
for  original  stories  or  rhymes,  an<l  arc  done  by  cutting  wood  blocks,  from 
which  prints  arc  made,  or  by  photographing  with  pinhole  cameras  made 
by  the  children. 
IV.  Art  study. 
For  line — 

Sculpture  by  Michelangelo. 

Cartoons  by  Raemakers. 

Alexander-^Pot  of  Basil. 

Watts— Sir  Galahad. 

Watts— Hope. 

Burnc  Jones — Aurora. 

Raphael — Madonna  of  the  Chair. 

Raphael — Madonna  of  the  Grand  Duke. 
For  line  and  color — 

Japanese  prints,  and  costumes  by  Leon  Bakst. 
For  pattern — 

Pottery  and  textiles  from  Europe,  Persia,  Asia  Minor  and  Egypt. 
In   correlation   with   European  geography,   the   paintings   of   the   following 
masters — 

Dutch — Rembrandt  and  de  Hooch. 

Italian — Raphael  and  Botticelli. 

Spanish — Murillo  and  Velasquez. 

English — Watts  and  Burne  Jones. 

French — Rodin,  Aiillet  and  Corot. 

German — Holbein. 
(Notebook  work  continued.) 

Grade  VII  (Girls). 

I.  Design. 

1.  Line:  Effects  produced  by  different  kinds  of  line  are  studied  and  applied 

in  costume  and  room  planning,  and  simple  stage  settings  for  a  toy 
theater.  Quality  of  line  and  correct  use  of  Japanese  brush  are 
emphasized. 

2.  Dark  and  light  and  color :  Four  or  more  values  are  analyzed,  Munsell's 

color  theory  is  studied,  and  the  elements  and  principles  are  applied  to 
costume  and  room  planning  and  decoration,  also  through  surface 
pattern,  motifs  and  borders,  by  means  of  batik,  tie-dyeing,  wood 
blocking,  stenciling,  embroidering,  etc.,  to  aprons,  scarfs,  pillow  tops, 
book  covers,  boxes,  bottles  and  cans  for  vases,  and  to  many  objects  for 
which  the  need  arises, — also  to  posters  where  lettering  forms  the 
dominating  pattern.  Charcoal,  oil  paint,  India  ink  and  tempera  are  the 
usual  mediums. 
II.  Representation:  Figure   drawing   as   an   aid   to   costume   design   and    for   its 

decorative   use   in  poster   making.      Perspective   in   connection   with   room 

planning. 
n—4mi6 


158  SAN  Di^Go  staTIv  normal  school. 

III.  The  art  study  course  consists  of  research,  written  and  oral  work,  and  making 
and  decorating  an  art  notebook.    The  subject  matter  is: 
7B — 1.  Architecture. 
Egyptian. 

Chinese  and  Japanese. 
Greek. 
Roman. 

Romanesque  and  Byzantine, 
Moorish, 
2.  Art — Period  of  Italian  Renaissance, 
7A — 1.  Architecture. 
Gothic. 

1.  French. 

2.  English. 

3.  Recent  war  devastation  in  cathedrals. 
Colonial. 

Modern  American. 
2,  Art — Time  of  American  Revolution. 
French — Watteau,  Le  Brun,  David. 

English — Gainsborough,  Reynolds,  Romney,  J.  M.  W.  Turner. 
Colonial  and  Revolutionary  conditions  in  American  art. 

Grade  VIII  (Girls). 

I.  Design. 

Elements  and  principles  of  art  are  applied  specifically  to  costume  planning 
in  such  problems  as  smocks  and  dresses.  Color,  line,  etc.,  are  studied  in 
relation  to  types  in  the  class,  and  the  garments  are  made  in  the  sewing 
class.  In  interior  decoration  the  furniture  is  studied  as  to  line,  strength, 
use,  finish  and  period  style,  with  its  placing  in  the  room.  This  includes 
visits  to  shops,  and  budget  making. 
II.  Art  study  course  : 

1.  Nineteenth  century  and  modern  art: 

French — David,  Millet,  Corot,  Meissonier,  Harpignies,  Puvis  de 
Chavannes,  Rodin,  Chapu,  Meunier,  Rosa  Bonheur. 

English — Pre-Raphaelite  Brotherhood,  Watts,  Burne  Jones,  Hunt, 
Rossetti,  Brangwyn,  Millais. 

Spanish — Goya,  Zuloaga,  Sorella. 

Dutch — Raemakers. 

2.  American — Artists  and  illustrators  : 

James  McNeil  Whistler,  John  Sargent,  George  Tnnes,  John  Alexander, 
Edwin  Abbey,  Saint  Gaudens,  Jules  Guerin,  Maxfield  Parrish,  Elihu 
Vedder,  William  Chase,  John  La  Farge,  Abbot  Thayer,  Robert 
Henri,  Cecelia  Beaux,  Charles  Duveneck,  Charles  Livingston  Bull, 
William  Nicholson,  Carton  Moore-Park,  Edwin  Blashfield,  Frank  X. 
Leyendecker,  Childe  Hassam,  Sarah  Stillwell,  and  others. 

3.  The  art  of  the  Impressionists  and  its  influence  is  studied. 

4.  The  class  is  taken  to  all  worth-while  exhibitions  of  American  painters 

at  the  San  Diego  Museum  Art  Gallery  and  encouraged  in  intelligent 
criticism  and  appreciation. 

Fine  Arts  Bibliography. 
Dow,  Arthur  W. — Composition.     Doubleday,  Page  &  Co.    $4.00. 
Dow,    Arthur   W. — Theory   and    Practice    of   Teaching   Art.    Teachers    College, 
Columbia  University,  N.  Y.    $1.50. 


SAN   DIEGO   STATE  NORMAI.   SCHOOI,.  159 

Stevens,  Thomas  Wood— Lettering.  Prang  Ed.  Co.  $2.(X). 
Day,  L.  F.— Pattern  Design— Chas.  Scribner's  Sons.  $2.50. 
Izor,  Estelle  Peel — Costume  Design  and  Home  Planning.     Atkinson,  Mentzer  & 

Co.    90  cents. 
Vanderpoel — The  Hitman  Figure.     Inland  Printing  Co.    $2.00. 
Pellew,  Charles  E. — Dyes  and  Dyeing.     Robt.  McBride,  31   Union  Square,  New 

York.    $2.00. 
Fenellosa — Epochs  of  Chinese  and  Japanese  Art.    A.  Stokes  Co.    $10.00. 
Reinach,  Salomon — Apollo.     Chas.  Scribner's  Sons.    $1.50. 
vSimpson,  Frederick  Moore — History  of  Architectural  Development.     Longmans, 

Green  &  Co.    $4.00. 
!>atchelder,  Ernest  A. — Design  in  Theory  and  Practice.    The  Macmillan  Co.    $1.75. 
Vorton,  Dora  M. — Freehand  Perspective  and  Sketching.     Dora  M.  Norton,  Pratt 

Institute,  Brooklyn,  New  York.     $3.00. 
Hichens,  Robert — Egypt  and  Its  Monuments.     Century  Company.    $6.00. 
Perrot  and  Chipiez — History  of  Art  in  Ancient  Egypt.     $15.50. 
Perrot  and  Chipiez — History  of  Art  in  Persia.     $15.50. 

Eng.  Pub. — Chapman  &  Hall,  London. 

Am.  Pub. — Doran;  A.  C.  Armstrong  &  Son. 
Smithsonian  Institute  Reports. 
Reports  and  bulletins  from — 

Metropolitan  Museum,  New  York  City. 

Fine  Arts  Museum,  Boston. 
Art  and  Archaeology. 

The  Archaeological  Institute  of  American,  Washington,  D.  C. 
International  Studio. 

John  Lane  Company. 
School  Arts  Magazine. 

The  Davis  Press,  Worcester,  Mass. 
Industrial  and  Applied  Art  Books. 

Atkinson,  Mentzer  &  Co. 
Speyer  School  Curriculum. 

Teachers  College,  Columbia  University,  New  York.    60  cents. 

Bquipment  and  Supplies. 
Manila  drawing  paper,  grey  and  cream,  24"  x  36",  $6.00  per  ream   (500  sheets), 

select  paper  without  sizing.    Used  for  all  drawing  and  painting. 
White  water-color  paper,  24"x36",  $15.00  per  ream.     Used  for  water-color  and 

Crayola  work. 
Bogus  paper,  sizes  9"  x  12",  18"x24",  24"  x  36".    Used  for  ink  and  crayola  draw- 
ing, tempera  and  water-color. 
Kraft  paper,  36"  wide,  No.  60,  5-9  cents  per  pound,  60  sheets  to  pound.    For  cut 

paper  work  and  tempera. 
Black  pattern  paper.     For  cut  paper  work. 

Tag  board,  for  constructive  problems, — boxes,  doll  furniture,  etc. 
Composition  board,  No.  35,  26"  x  38",  $1.10-$2.00  per  bundle,  35  sheets  to  bundle. 

Used  for  posters  and  book  covers. 
Industry  bond.  No.  24,  17"  x22",  $1.50  per  ream.    Used  for  originals  for  schapiro- 

graph. 
Solid  pulp  board,  30"  x  40",  No.  30,  $1.75-$2.00  per  bundle,  30  sheets  to  bundle. 

For  posters. 


160  SAN    DIEGO   STATE    NORMAL    SCHOOE. 

Construction  or  cover  paper,  20"  x  25",  22i"  x  2Si",  from  1  cent  per  sheet  up.     All 

colors.     Select  from  sample  books.     Buy  by  sheet.    Used  for  posters,  cut  paper 

work,  tempera  and  book  covers. 
Linoleum,  "A.  A.,"  $1.75  per  square  yard.     For  block  printing. 
Post  and  Higgins  inks. 
Fresco  colors,  with  glue.     (Order  at  any  paint  store.)     For  painting  scenery  for 

school  plays  and  for  posters. 
Samples  of  crayola,  pencils,  paints,  etc,     Milton  Bradley  &  Co. 
Sloyd  knives,  $3.00  per  dozen;  printing  blocks,  printing  sticks.     Wall  Craft  Co., 

1625  N.  Delaware  street,  Indianapolis,  Ind. 
Schapirograph,   $12.00  with   ink  and   roll.      W.   W.   Greenwood,   Tajo   Building, 

Los  Angeles,  Cal. 
Paper  cutter,  $15.00.     Dyas  &  Co.,  Los  Angeles,  Cal. 

Japanese  paper  and  brushes.     Catalogs  from  Bunkio  Matsuki,  Boston,  Mass. 
Munsell  color  material.    Catalogs  from  Wadsworth,  Rowland  &  Co.,  Boston,  Mass. 
Photographic  enlargements,  large  unmounted,  75  cents  apiece  in  quantity. 

Mr.  Mechtlin,  Coulter  Building,  Broadway,  between  Second  and  Third  streets, 
Los  Angeles,  Cal. 

Lewis  &  Co.,  226  W.  Fourth  street,  Los  Angeles,  Cal. 
Slides. 

Pacific  Stereopticon  Co.,  Wesley  Roberts  Building,.  Los  Angeles,  Cal. 

C.  C.  Pierce  &  Co.,  Spring  near  Sixth  street,  Los  Angeles,  Cal. 
Reproductions  of  Hunt  and  Millet  charcoal   sketches.     Wm.   Pierce  &  Co.,  630 

.Washington  street,  Boston,  Mass. 
Prints.     Order  from  catalogs. 

Perry  Pictures  Co.,  Maiden,  Mass. 

Bureau  of  University  Travel,  136  Stuart  street,  Boston,  Mass. 
Printed  publications  of  Boston  Museum. 

List  of  post  cards  and  photographs. 

Set  of  Japanese  sword  guard  designs. 
Printed  publications  of  Metropolitan  Museum,  New  York. 
Indian  designs  (Huicol  Indians).     Natural  History  Museum,  New  York. 
Japanese  prints, 

E.  L.  Shima,  20  E.  Thirty-third  street.  New  York. 

Bunkio  Matsuki,  2  Newberry  street,  Boston,  Mass. 

Matsumoto  Do,  Tokio,  Japan. 

T.  J.  Kitagawa  Co.,  119  E.  Washington  avenue,  Madison,  Wis. 

Eizo  Kondo,  1947  Broadway,  New  York. 
Paper  houses. 

Zellerbach  Paper  Co.,  113  N.  Los  Angeles  street,  Los  Angeles,  Cal. 

Blake,  Moffitt  &  Towne,  242-48  S.  Los  Angeles  street,  Los  Angeles,  Cal. 

Cunningham,  Curtis  &  Welch,  Los  Angeles,  Cal. 
Wholesale  and  retail  firms.     Paints,  etc. 

Lawrence  Farrell  Co.,  455  S.  Hill  street,  Los  Angeles,  Cal. 

Duncan  Vail  Co.,  730  S.  Hill  street,  Los  Angeles,  Cal. 

Arey- Jones  Co.,  Fourth  between  D  and  E,  San  Diego,  Cal. 

Carpenters,  Sixth  between  C  and  D,  San  Diego,  Cal. 
Catalogs  for  school  supplies. 

Milton  Bradley  Co.,  20  Second  street,  San  Francisco,  Cal. 

Atkinson-Mentzer  Co.,  2210  S.  Park  avenue,  Chicago,  111. 

The  Prang  Co.,  New  York,  Chicago,  Boston,  Atlanta,  Dallas. 

Devoe  &  C.  T.  Reynolds,  New  York  and  Chicago. 
Wadsworth-Howland  Co.,  82-84  Washington  street,  Boston,  Mass. 


SAN   DI«GO  STAT^  NORMAL   SCHOOL.  161 

MUSIC. 

DOROTHY    F.    SNAVELY.    Supervisor. 

COURSE  OF  STUDY  IN  THE  NORMAL  TRAINING  SCHOOL. 

General  foreword. 

In  the  summing  up  of  this  course  of  study  for  the  Normal  Training  School, 
every  eflfort  has  been  made  to  avoid  the  idealization  of  classroom  conditions  and 
results  achieved  which  is  the  temptation  of  teachers,  particularly  teachers  of 
ocalled  "special"  subjects.  The  song  and  sight  reading  material  outlined  for 
study  in  the  respective  grades  has  been  selected  with  the  view  to  spontaneous  and 
independent  work  by  the  class  itself,  unsupported  by  the  teacher's  voice.  A  music 
recitation,  like  a  well-organized  language  or  reading  lesson,  is  conducted  through 
individual  members  of  the  class,  not  in  concert.  The  analogy  is  not  exact,  for 
much  valuable  group  activity  should  be  given  a  place  in  the  teaching  of  music; 
l)ut  this  concerted  recitation  should  find  its  place  only  in  the  singing  of  familiar 
songs  where  the  natural  result  is  an  emotional  enjoyment  and  the  real  community 
>pirit.  When  the  practice  of  general  unison  singing  is  carried  over  into  the  study 
I  if  new  songs  or  drill  upon  technical  problems  of  sight  reading,  the  natural  result 
is  the  fostering  of  dependence  and  inaccurate  habits  in  the  individual.  The  habit 
of  success  must  be  cultivated, — not  success  because  of  the  frequent  prompting  and 
support  of  the  teacher,  but  as  the  result  of  a  solid,  conscious  foundation  from 
which  the  child  himself  works.  In  music,  as  in  any  other  subject,  the  material 
studied  must  be  made  to  fit  the  child's  ability,  not  the  child  to  fit  the  teacher's  ideas 
of  arbitrary  work  for  a  given  grade.  With  this  introduction,  the  following  outlines 
found  to  be  practicable  in  school  work  are  submitted. 

Grade  1. 

A.  Rote  songs. 

B.  Singing  games  to   develop   feeling  for  rhythm   and   to  bring  out  individual 

enthusiasm. 

C.  Rhythmic  exercises, — marching,  clapping,  skipping  to  music  of  action  songs. 

D.  Syllables  of  about  ten  simple  songs  taught  by  rote  as  the  basis  of  later  eye 

work. 

E.  Drill  in  recognition  of  phrases  of  familiar  songs. 

F.  Daily  and  thorough  individual  work. 

Grade  2B. 
A.  Continuation  and  development  of  work  outlined  for  Grade  1. 
R.  Formal  drill  in  the  ear  recognition  of  musical  figures  or  tone  words;  drill 
organized  under  the  headings  of  Chapters  I-V,  Book  I,  California  State 
Text.     e.  g.— 
Chapter  I— Tonic  chord  figures. 

II— Tonic  chord  with  neighboring  tones. 
Ill  &  IV — Diatonic  figures,  simple  and  varied. 
V — Interval  drill,  skip  figures. 

Grade  2A. 

C.  Introduction  of  eye  work  through  the  method  of  "analytical  approach,"  or 

observation  of  musical  notation  of  entire  familiar  song,  learning  from  each 
such  lesson  staff  pictures  of  several  tone  words,  already  familiar  by  ear. 
No  new  eye  material. 

D.  Flash  drills,— definite  drill  in  instantaneous  recognition  of  isolated  tone  words 

learned  first  from  songs,  organized  under  chapter  headings  stated  under 
outline  for  the  ear  work  of  Grade  2B. 


162  san  diego  state  normal  school. 

Grade  3. 

A.  Rote  songs. 

B.  Reading  of  new  songs  with  aid  of  the  teacher. 

Songs  of  Part  Two,  Book  I,  California  State  Text. 

1.  Rhythm  of  song  learned  hy  scansion  of  the  text,  no  discussion  of  note 

values,  or  note  to  note  beating. 

2.  Recognition   and    singing   of   familiar   tone    words,   teacher   supplying 

connecting  links  only. 
Grade  4. 

A.  Rote  songs. 

B.  Much  sight  reading  by  "scansion"  method. 

First  study  of  note  values. 

C.  Method  for  finding  "do"  in  all  keys. 

D.  Rounds  preparatory  to  two-part  singing. 

Note. — It  has  seemed  wiser  to  keep  the  class  on  the  above  type  of  reading  and  to 
require  independent  work,  inasmuch  as  in  cases  observed  too  much  has  been  done  by 
the  teacher  when  more  difficult  material  has  been  used,  the  dependence  of  the  class 
increasing  in  the  upper  grades.  Sight  reading  songs  should  be  of  such  grade  that  they 
can  be  sung  at  sight  with  a  fair  degree  of  spontaneity,  with  very  little  help  from  the 
teacher,  the  class  getting  the  musical  thought  as  they  would  read  a  new  story  written 
in  a  familiar  vocabulary.  Under  such  conditions,  the  result  should  not  be  a  halting, 
stumbling  lesson,  continually  supported  by  the  teacher. 

Grade  5. 

A.  Rote  songs. 

B.  Sight  reading,  to  be  selected  from  organized  song  material,  with  no  exercises. 

C.  Formal    drill    on    points    of   tone,   time   and    musical   theory.     All    problems 

approached  through  songs, — never  drilled  upon  abstractly  unless  a  concrete 
occasion  has  arisen  through  the  material  studied. 

Tone  Problems.  Time  Problems. 

1.  Intervals  of  the  major  scale.  1.  Quarter  note  beat,  no  division  of  the 

2.  Sharp    chromatics,    diatonic    half-step  beat. 

progression.  2.  Two  equal  tones  to  a  beat. 

3.  Flat   chromatics,    diatonic    half-step        3.  Dotted  quarter  and  eighth  notes. 

progression.  4.  Phrases  beginning  on  the  eighth  note 

4.  Easy  melodies  in  minor  keys.  before  the  beat. 

Alternate  study  of  tone  and  time  problems  monthly,  with  theory  problems  as 
they  appear  in  songs. 

D.  Pitch  names  of  lines  and  .spaces. 

E.  Rounds  and  simple  two-part  singing. 

Grade  6. 

A.  Rote  songs. 

B.  Sight  reading,  organized  song  material  embodying  the  following  problems : 

Tone  Problems.  Time  Problems. 

1.  Formal  interval  study.  1.  Dotted  quarter  note  beat,  two  unequal 

2.  Harmonic  minor  scale.  tones  to  a  beat. 

3.  Skips  to  sharp  chromatics.  2.  Dotted  quarter  note  beat,  three  equal 

4.  Skips  to  flat  chromatics.  tones  to  a  beat. 

5.  Three  tones  ascending  chromatically.        3.  Dotted     quarter     note     beat,      more 

6.  Three  tones  descending  chromatically.  advanced  study. 
More  advanced  problems  as  they  appear  in  the  songs  to  be  read. 

C.  Writing  of  simple  melodies,  building  of  scales  major  and  minor  according  to 

formula  of  steps  and  half  steps. 


san  diego  state  norma  i,  schooi..  163 

Grades  7  and  8. 

Daily  chorus  singing  for  twenty-five  minutes,  one  chorus  of  girls  and  one  of 
hoys;  weekly  singing  of  two  groups  together;  two-  and  three-part  singing  hy  each 
group.  Song  material  should  he  chosen  with  view  to  its  interest,  not  as  embodying 
technical  problems.  All  work  is  toward  the  development  of  a  love  for  singing  and 
participation  in  community  life.  Sight  reading  is  not  drilled  upon.  Many  children 
v.'ho  for  various  reasons  have  not  learned  to  read  music  with  facility  or  accuracy, 
reach  the  seventh  and  eighth  grades  without  the  power  to  gain  the  nmsical  thought 
on  a  page  of  music.  However,  if  this  is  true,  it  is  also  true  that  the  adolescent 
period  of  child  development  is  not  the  time  to  emphasize  the  minute  attention  to 
detail  and  the  serious  drill  upon  mechanical  symbols  which  real  sight  reading 
entails.  Valuable  time  should  be  better  devoted  to  suitable  biography  alive  with 
real  interest,  to  the  hearty  singing  of  songs  which  express  the  moods  and  emotions 
of  the  child  himself.  At  this  time  music  must  be  made  a  living  language  suitable 
for  the  expression  of  personal  aspirations  and  ideals,  not  a  school  subject  of  dead 
lines  and  spaces,  sharps  and  flats. 

This  is  not  a  new  platform,  but  the  familiar  ideal  of  very  many  teachers  of 
music.  Few  live  up  to  it ;  in  the  precious  twenty  minutes  assigned  to  the  music 
period  only  too  frequently  two-thirds  of  the  time  is  given  over  to  drill  upon  old 
bugbears  which  should  have  l)een  mastered  in  the  fifth  or  sixth  grades.  By  a  fine 
inspirational  teacher  these  left-over  ends  of  sight  reading  difliculties  may  be  caught 
up  without  sacrifice  of  the  real  aim  of  music  teaching,  which  is  the  joy  of  emo- 
tional expression  in  the  community*  group ;  but  the  average  grade  teacher  can 
rarely  accomplish  both  ends  of  her  endeavor,  and  she  should  accomplish  the  one 
rather  than  sacrifice  both. 

Even  seventh  and  eighth  grades  should  learn  some  songs  by  rote, — songs  suitable 
and  interesting  in  their  emotional  content,  yet  perhaps  too  difficult  technically  for 
any  really  spontaneous  singing  without  the  material  help  of  the  teacher.  The 
class  should  sing  many  such  songs,  even  though  the  work  should  become  chiefly 
rote  teaching,  for  the  larger  ideal  is  being  advanced.  The  development  of  sight 
reading  may  be,  to  a  degree,  overshadowed  by  the  pleasure  of  real  music.  Only 
this  attitude  on  the  part  of  the  teacher  can  develop  through  the  public  schools  a 
really  singing  and  music-loving  nation. 

Listening  Lessons  or  Music  Appreciation. 

Inasmuch  as  almost  all  school  music  has  been  up  to  this  time  the  singing  of 
songs  or  vocal  musical  performance,  there  remains  a  large  field  of  child  develop- 
ment comparatively  untouched.  During  the  life  of  an  individual  he  hears  and  sees 
more  art  than  he  creates.  Unless  he  is  fitted  to  derive  the  fullest  enjoyment  and 
zesthetic  development  from  his  environment,  the  time  spent  upon  his  individual 
efforts  at  artistic  activity  might  better  be  put  to  use  on  more  direct  and  "practical" 
subjects.  This  unfoldment  of  emotional  receptivity  and  response  to  the  beautiful 
in  all  art  should  be  the  fundamental  end  and  object  of  every  music  lesson;  it  is 
the  very  direct  aim  of  the  "listening"  lesson,  its  reason  for  being. 

Beginning  with  the  first  grade,  listening  lessons  should  be  given  at  least  once 
a  month,  preferably  at  the  regular  music  period  in  the  classroom.  It  is  important 
that  the  study  atmosphere  be  maintained  at  all  times  and  that  the  class  be  not 
permitted  to  drift  into  the  feeling  of  mere  entertainment,  a  lapse  in  actual  mental 
activity.  It  is  difficult  to  maintain  this  attitude  in  an  auditorium  with  a  large 
group. 


164  SAN   DIEGO    STATU   NORMAI.    SCHOOI,. 

With  little  children  the  first  lessons  are  primarily  to  develop  concentration, — 
keen  voluntary  attention.  Simple  songs  of  the  type  sung  by  the  children  them- 
selves are  a  splendid  means  for  gaining  strict  attention,  each  child  trying  to  be 
first  to  discover  the  "story"  of  the  song.  The  teacher  can  invent  innumerable 
games  based  on  this  one  idea,  in  which  the  slowest  child  in  the  class  will  take  part 
without  urging.  Simple  descriptive  music  without  words  or  a  definite  story  stimu- 
lates the  child's  imagination  to  the  invention  of  his  own  story.  The  "Hunt  in  the 
Black  Forest"  is  an  example  of  this  type  of  musical  composition. 

Discrimination  is  the  aim  toward  which  the  teacher  works  after  gaining  the 
voluntary  concentration  of  her  class ;  discrimination  between  high  and  low  voices, 
soft  and  loud  tones,  happy  and  sad  moods,  quick  and  slow  tempi,  string  or  brass 
instruments,  solo  or  group  performances,  and  so  continued  indefinitely,  depending 
only  upon  the  readiness  with  which  the  teacher  herself  can  perceive  the  possibilities 
of  her  selections  of  records  and  upon  her  skill  in  questioning. 

When  the  child  reaches  the  associative  period  of  his  development,  he  is  ready 
for  more  and  more  advanced  subjects  for  his  attention.  The  study  of  folk  songs 
i.nd  dances  of  all  countries,  the  growth  of  music  since  primitive  times,  musical 
form,  absolute  and  program  music,  the  instruments  of  the  orchestra,  the  different 
types  of  song  forms  and  of  instrumental  musical  compositions,  are  all  alive  with 
interest  when  approached  through  hearing  the  music  rather  than  studying  a  book 
about  music.  The  success  and  value  of  listening  lessons  depends  upon  the  teacher's 
ability  to  stimulate  the  real  interest  of  the  class. 

The  Selection  of  Rote  Songs. 

Primary  Grades.  Songs  should  be  short,  of  not  more  than  two  or  four  lines, 
during  the  first  year.  This  precludes  the  use  of  many  attractive  songs  which  are 
very  generally  taught  in  first  and  second  grades,  but  which  are  more  appropriate 
for  older  children.  A  good  rote  song  is  compact  and  clear  in  its  structure, 
emphasizing  in  simple  form  the  fundamental  elements  of  all  art, — unity  and  variety, 
repetition  and  contrast.  Folk  songs  illustrate  these  musical  elements,  though  not 
all  folk  songs  found  in  school  music  books  express  in  their  texts  real  child  emo- 
tions ;  rather  they  express  an  adult's  idea  of  child  interest.  The  following  songs 
are  given  as  exemplifying  the  above  principles : 

Fido  and  His  Master. 

Bubbles. 

Ring  o'  Roses. 

The  Holiday. 

Whippoorwill. 

Playing  Soldier. 
California  State  Series,  Book  I. 
Other  books  for  supplementary  use  containing  songs  of  this  type  are : 

Lyric  Music  Primer.     Scott,  Foresman  &  Co.,  Chicago. 

Congdon  Music  Primer.     C.  H.  Congdon.  Chicago. 

Gaynor  Songs  (Grade  Three).  Clayton  F.  Summy,  Chicago. 
For  fourth,  fifth  and  sixth  grades  there  is  a  wealth  of  material.  The  old  home 
and  patriotic  songs  of  our  country  and  several  standard  hymns  should  be  learned. 
Book  n  of  the  California  State  Series  is  used  as  the  regular  music  text,  also 
Congdon  Reader  No.  4,  "For  Early  Two  Part  Singing,"  C.  H.  Congdon  Co., 
Chicago. 


SAN   DIEGO  STATE   NORMAI<   SCHOOI^.  16S 

Songs  for  seventh  and  eighth  grades  should  be  chosen  from  every  available 
source.  The  following  books  are  suggested,  witli  a  number  of  songs  not  published 
in  collections : 

The  School  Song  Book  (McConathy).    C.  C.  Birchard  &  Co.,  Boston. 

The  Laurel  Music  Reader.     C.  C.  Birchard  &  Co.,  Boston. 

Laurel  Song  Book.     C.  C.  Birchard  &  Co.,  Boston. 

Book  III,  California  State  Text. 

Book  IV,  Progressive  Music  Series.     Silver,  Burdett  &  Co.,  Chicago. 

Fifty-live  Songs  for  Community  Singing.     C.  C.  Birchard  &  Co.,  Boston. 

Rolling  Down  to  Rio  (Edward  German). 

On  the  Road  to  Mandalay  (Ole  Speaks). 

Invictus   (Bruno  Huhn). 

Bibliof^raphy  of  Pedagogical  References. 

1.  Teachers'  Manuals,  Vols.  I,  II,  III,  Progressive  Music  Series.     Silver,  Burdett 

&  Co.,  Chicago. 

2.  School  Music  Teaching  (T.  P.  Giddings).     C.  H.  Congdon  Co.,  Chicago. 

3.  Education  Through  Music  (Earns worth).     American  Book  Co.,  Chicago. 

4.  Listening  Lessons  in  Music  (Fryberger).     Silver,  Burdett  &  Co.,  Chicago. 

5.  What  We  Hear  in  Music  (Faulker).    Victor  Talking  Machine  Co.,  Camden,  N.  J. 

6.  Victor  Book  of  Opera.     Victor  Talking  Machine  Co. 

7.  Grove's  Dictionary  of  Music.     Theo.  Presser,  Philadelphia,  Pa. 

8    International  Who's  Who  in  Music.     Current  Literature  Publishing  Co.,  65  W. 

Thirty-sixth  street,  New  York. 
^.  How  to  Listen  to  Music.     Krehbiel. 

Note. — The  department  is  very  much  interested  in  the  possibility  of  the  application  of  tests 
or  measurement  of  ability  to  the  teaching  of  music  in  the  public  schools,  and  has  used,  in  a 
tentative  way,  the  Seashore  tests.  Since  the  whole  matter  is  in  the  stage  of  experimentation 
and  development,  a  more  definite  statement  is  not  possible  at  this  time. 


166  SAN   DIEGO   STATE   NOR  MAT.   SCHOOL. 


HOME  ECONOMICS. 

ADA  HUGHES  COLDWELL,   Dean  of  Women. 
GLADYS  NEVENZEL,  Supervisor,   Vocational  Home  Economics. 
REBA   FLETCHER  DOYLE,   Supervisor,    Institutional  Home  Economics. 

Place  in  the  Curriculum. 

In  the  fifth  to  the  eighth  grades,  inckisive,  under  the  supervision  of  the  home 
economics  department. 

In  the  first  to  the  fourth  grades,  inckisive,  under  the  supervision  of  the  industrial 
arts  department. 

Time  Allowance. 

Sezving.  Cooking. 

Grade  Number  of    Total  minutes    Perioda    Total  minutes 

periods  per  week  per  week 

5A  &  5B 2  80  --  __ 

6A  &  6B U  60  U  60 

7B H  60  U  60 

7A 2  90  2  90 

8B U  60  3  120 

8A 3  120  U  60 

General  Aims. 

1.  To  create  a  clear  understanding  of  the  processes  which  support  our  daily- 
lives. 

2.  To  establish,  through  accurate  manipulation  of  materials,  an  appreciative 
understanding  of  the  labor  involved  in  the  manufacture  of  various  products,  and 
a  respect  for  that  labor. 

3.  To  give  training  in  neatness  and  orderhness,  personal  responsibility,  co-opera- 
tion with,  and  thoughtfulness  for  one  another,  brought  about  by  the  doing  of 
things  in  fields  in  which  children  are  naturally  interested,  namely:  food,  clothing 
and  shelter. 

Specific  Aims. 

Cooking. 
This  course  attempts  to  combine  theoretical  with  practical  work  in  cooking  and 
cleaning,  in  purchasing  and  care  of  foods,  together  with  a  study  of  the  use  of  the 
various  foods  in  the  body  and  of  the  eflfect  of  heat  on  the  food  principles.  The 
elementary  sciences  are  introduced  by  means  of  simple  experiments,  such  as  the 
action  of  soda  and  the  acid  of  sour  milk,  the  expansion  of  air  and  water  when 
heated,  the  parts  played  by  yeasts,  bacteria  and  molds. 

Maintenance. 
The  funds  for  the  maintenance  of  the  work  are  obtained  from  the  sale,  in  our 
school  cafeteria,  of  all  foods  prepared  by  the  classes.  An  institutional  class  com- 
pletes the  menu  each  day,  thus  the  demands  of  the  cafeteria  do  not  govern  the 
lessons  taught.  The  child's  development,  through  a  logical  sequence,  is  considered 
first.  This  arrangement  has  its  advantages  as  well  as  its  disadvantages.  It  per- 
mits work  with  large  recipes,  more  nearly  of  family  size  than  is  ordinarily 
possible  in  school  work,  and  it  presents  a  real  need  for  the  preparation  of  a 
given  special  dish.  We  are  also  able  to  help  children  to  select  more  nourishing 
food  for  their  own  luncheons. 


SAN   DIEGO  STATE   NORMAL  SCHOOL.  167 

The  costs  of  the  recipes  used  afford  arithmetic  material.  The  seventh  grade 
has  the  problem  of  planning  a  day's  menu  for  a  stated  amount.  This  leads  to 
the  apportioning  of  the  family  income,  done  in  the  eighth  grade.  The  class  is 
given  a  family  of  known  size,  with  definite  amounts  of  money. 

Changes  are  made  in  the  course  of  study  in  both  cooking  and  sewing,  as 
occasion  demands,  especially  to  suit  the  diflferent  seasons  of  the  year  and  world 
conditions. 

Outline  of  Course. 
Grade  6. 

Carbohydrates. 
Uses  in  body. 

Methods  of  cooking  (alone  and  in  combination  with  other  foods). 
Sugars  and  starches. 
Where  found. 

Utilization  of  natural  sugars  in  fresh  and  dried  fruits. 
School  lunch  boxes. 
Vegetables. 
House  cleaning. 
Grade  7. 
1.  Proteins. 

Use  in  the  body. 
Place  in  the  diet. 
Sources. 
Effect  of  heat. 

The  cooking  begins  with  a  combination  of  starch  (as  review)  and 
protein,  such  as  cornstarch  pudding  and  creamed  soups. 

1.  Dairy  products. 

Milk,  eggs  and  cheese. 

Special  emphasis  is  given  to  milk,  its  place  in  the  diet  of  young  children, 
vitamine  content,  etc. 

2.  Animal  proteins.     (Methods  of  cooking.) 

Fish,  flesh,  fowl. 

3.  Vegetable  proteins. 

Legumes, — also  leafy  vegetables  with  particular  reference  to  vitamine  and 
mineral  content. 
Grade  8. 

1.  Batters  and  doughs. 

(a)  Leavening  agents. 

(b)  Quick  breads. 

(c)  Yeast  breads. 

(d)  Substitute  breads. 

(e)  Cakes. 

2.  Salads, — fruits,  vegetables,  fish  and  meat. 

3.  Ice  creams. 

4.  Preservation  of  foods. 

Canning,  preserving  and  drying, — the  refrigerator  and  its  care. 

5.  Planning  of  menus. 

The  eighth  grade  will  do  more  work  with  the  planning  and  serving  of 
meals  when  the  training  school  has  its  own  kitchen  and  dining  room.  At 
present  the  work  is  done  in  the  room  used  by  the  institutional  cookery  class. 


168  SAN    DlEGO   STATE   NORMAL    SCHOOL. 

Sewing. 

This  course  aims  to  give  the  pupil  a  knowledge  of  how  and  what  to  purchase, 
relative  costs  of  materials,  economic  conditions  and  values,  with  the  development 
of  good  standards  in  wori<manship,  care  of  clothing  and  appropriateness  of 
materials  and  dress.  The  study  of  textiles  is  covered  in  the  first  six  grades,  in 
geography,  history  and  industrial  arts. 

Articles  made  and  methods  used  vary  from  year  to  year  to  satisfy  the  needs  of 
the  particular  group  of  children,  or  to  carry  out  some  industrial  arts  project.     A 
charitable  need  often  furnishes  the  motive  for  doing  a  certain  piece  of  work. 
Grade  5. 

The  work  in  this  grade  attempts  the  formation  of  habits  of  neatness  and 
accuracy. 
Thimble  and  needle  drill. 

Stitches  used :  basting,  blanket  stitch,  running  stitch,  overcasting  hemming, 
top  sewing,  darning,  outline  and  feather  stitch  applied  to  the  following  articles : 

1.  Wash  cloths. 

2.  Bags. 

3.  Holders. 

4.  Towels. 

5.  Stockings. 

6.  Aprons. 

The  divisions  of  the  tape  measure  furnish  the  l)asis  for  some  of  the  work  in 
arithmetic. 
Grade  6. 

Machine  sewing  is  begun  in  combination  with  handwork,  with  a  review  of 
previous    stitches    and    methods,    followed    by    work    on    buttonholes,    hems, 
seams,  etc. 
Models  made :  Cookery  apron,  towel,  cap,  princess  slip,  etc. 
Grade  7. 

The  work  of  this  grade  includes  the  use  of  patterns,  adapted  to  fit  the 
individual  child.  Materials  are  planned  for  after  measurements  are  taken. 
Study  of  the  uses  of  various  materials  and  their  suitableness  for  the  garment 
to  be  made,  is  included. 

Models  made :  Aprons,  garden  and  fancy ;  undergarments,  such  as  bloomers, 
etc. 
Grade  8. 

More  advanced  sewing,  chiefly  on  outside  garments.  As  the  work  pro- 
gresses more  careful  work  is  demanded.  Commercial  patterns  are  used, 
adapted  to  the  individual  child. 

Models  made :  Middies,  smocks,  children's  dresses,  etc. 
The  materials  for  garments  made  in  the  sixth,  seventh  and  eighth  grades  are 
furnished  by  the  pupils. 

The  materials  for  small  models  made  in  the  fifth  grade  are  furnished  by  the 
department. 

Bibliography  of  Educational  References. 
Bulletins — U.  S.  Department  of  Agriculture. 

Cooley,  A.M. — Domestic  Art  in  Woman's  Education.     Scribners.    $1.25. 
Dewey,  John — School  and  Society,  Rev.  Ed.,  1915.     University  of  Chicago  Press. 

$1.00. 
Dewey,    John — The    Child    and    the    Curriculum.      University    of    Chicago    Press 

(paper  ed.).    25  cents. 


SAN   DIEGO  STATE  NORMAI,  SCHOOL.  169 

Dewey,  John,  and  Dewey,  Evelyn — Schools  of  Tomorrow.    Dutton.    $1.50. 
Dopp,    K. — The    Place   of    Industries    in    Elementary   Education.     University   of 

Chicago  Press.    $1.00. 
Journals — 

The  Journal  of  Home  Economics.     American  Home  Economics  Association, 
Baltimore,  Md.    $2.00  a  year,  25  cents  a  copy. 

Elementary    School   Journal.     University   of   Chicago    Press.     $1.50  a   year, 
20  cents  a  copy. 
Rapeer,  L.  W. — Teaching  Elementary  School  Subjects:  Chap.  9,  Household  Arts, 

by  Cora  Winchcll ;  Chap.  12,  Industrial  Arts,  by  Frederick  Bonser.    Scribner.s. 

$2.00. 
Teachers  College  Bulletin,  No.  29.     Tentative  Course  of  Study  in  Household  Arts 

for  the   seventh   and   eighth   grades   of  the   Speyer   School, — Speyer   School 

Curriculum.     Columbia  University  Press.    50  cents. 
Flagg,  Ella   Proctor — A  Handbook  of  Home  Economics.     Little,   Brown  &   Co. 

75  cents. 
Farmer,  Fannie  Merritt — Boston  Cooking- School  Cook  Book.     Little,  Brown  & 

Co.    $1.80. 
Coldwell,  Ada  Hughes — Home  Economics  in  the  Rural  School.     Bulletin  of  State 

Normal  School  of  San  Diego.  •„ 


170 


SAN   DIEGO   STATE   NORMAL   SCHOOL. 


HYGIENE— ELEMENTARY  SCHOOL. 

GEORGIA  V.   COY,   Head  Department  of  Biology. 

l*he  chief  object  of  all  work  in  hygiene  throughout  the  eight  grades  of  the 
school  is  the  development  on  the  part  of  the  children  of  an  appreciation  of  the 
value  of  health  and  the  formation  of  habits  that  will  lead  to  its  preservation. 

The  work  is  carried  jointly  by  the  departments  of  physical  education  and 
biology,  material  in  the  lower  grades  being  handled  directly  by  the  class  teachers. 
Condensed  outline : 

Grades  One  to  Four. 

riivsical  examination. 

All  children  are  examined  by  the  director  of  physical  education  for  the  detec- 
tion of  physical  defects,  and  recommendations  are  made  to  parents  for  treatment 
by  the  family  physician  when  necessary ;  or,  as  is  sometimes  the  case,  treatment 
is  secured  at  public  clinics. 


Second   Grade   Group.     The  mid-morning  cup   of  milk. 

Daily  inspection. 

A.  Health  inspection. 

As  the  result  of  daily  inspection  for  evidences  of  communicable  disease, 
all  suspected  cases  are  re-examined  by  the  director,  and  excluded  if  con- 
ditions indicate  infection. 

B.  Personal  inspection. 

This  is  supplementary  to  the  instruction  in  personal  hygiene,  and  varies 
with  the  needs  of  the  class ;  for  example,  in  grade  one  for  a  week  or  more 
it  may  be  an  inspection  for  clean  finger  nails. 
Emergencies. 

Immediate  treatment  is  given  all  simple  first-aid  cases,  and  subsequent  treat- 
ment or  supervision  of  home  care  where  necessary. 


SAN    DIECO   STATE   NORMAT,   SCHOOI*. 


171 


Instruction. 
General  topic  :  Personal  hygiene — cleanliness. 
Examples  of  lesson  subjects: 

Clean  hands  and  faces.     Clean  teeth. 
Clean  desks.    Clean  books. 
Mouths  for  food  and  drink  only. 

Individual  towels  and  handkerchiefs  as  helps  to  keeping  sleeves,  jackets  and 
dresses  clean. 
Posture  training. 

Careful  adjustment  of  seats  and  desks  to  fit  each  pupil  is  made  under  the 
supervision  of  the  class  teacher  and  supplemented  by  classroom  instruction  in  the 
why  and  how  of  correct  sitting  and  standing.  Further  direct  teaching  of  this 
kind  is  done  in  the  gymnasium  in  connection  with  exercise  designed  to  aid  in 
maintenance  of  good  posture. 


Grades  Five  to  Six. 

In  this  group  the  physical  examination,  daily  inspection  and  care  of  injuries 
are  handled  as  already  noted,  except  that  inspection  for  personal  cleanliness  is 
made  an  individual  rather  than  a  class  matter. 


An    Open    Air    Class    Room. 
Instruction. 
General  topic  :  Home  and  school  sanitation — cleanliness  extended  to  surroundings. 
Examples  of  lesson  subjects: 
Clean  schoolrooms. 
Good  light  and  how  to  use  it. 
Clean  school  yards. 
How  to  dust  and  sweep. 
The  best  way  to  sleep. 


172  SAN   DIEGO   STATE   NORMAL   SCHOOL. 

Why  foods  spoil  and  how  to  keep  them. 
The  garbage  can  and  its  care. 
The  fly  and  the  mosquito. 
Towels  and  tooth  brushes. 
Credit  for  hygiene  is  given  in  these  two  groups  for  actual  practice  as  shown 
in  the  results  of  the  daily  inspection. 

HYGIENE— INTERMEDIATE  SCHOOL. 
Grades  Seven  and  Eight. 

Since  health  training  is  continuous  from  the  first  to  the  eighth  grades,  the  work 
iji  this  upper  division  represents  merely  the  more  advanced  portion  of  a  unified 
course  and  involves  the  same  aims  and  methods. 

Examination  for  physical  defects,  inspection  for  evidences  of  communicable 
disease,  posture  training  and  the  treatment  of  small  injuries  form  as  important  a 
part  of  the  work  as  in  the  lower  grades. 

Instruction  in  hygiene  in  grade  seven  can  best  be  given  in  connection  with  the 
course  in  civics,  while  in  grade  eight  five  hours  weekly  for  one  term  are  devoted 
to  the  subject. 

Grade  Seven. 

General  topic :  Community  hygiene. 
Suggested  lesson  subjects : 
The  food  inspector  and  his  work. 
The  city  markets,  screening,  cleanliness,  etc. 
The  city  parks  and  their  value  for  health. 
The  bakery  as  it  should  be. 
The  city  streets ;  sweeping,  sprinkling,  etc. 
Accidents  that  occur  in  the  city  and  how  they  may  be  avoided.     The  good 

record  of  the  San  Diego  Electric  Railway  in  preventing  accidents. 
The  city  sewerage. 

Fires,  their  causes.     Proper  doors  and  fire  escapes. 
The  water  supply.     The  milk  supply. 
The  influenza  epidemic  and  its  control. 
How  disease  spread  may  be  prevented. 

Grade  Eight. 

General  topic :  Hygiene,  sanitation  and  physiology. 

All  instruction  in  this  course  is  given  the  children  in  talks  by  the  teacher, 
with  the  aid  of  such  good  apparatus  as  a  mounted  human  skeleton,  a  life-size 
model  of  the  trunk  and  head  of  the  human  body,  models  of  various  sections  and 
organs,  good  charts  and  compound  microscopes.  Demonstrations  are  made  of 
internal  organs  of  such  animals  as  the  frog  and  the  rabbit,  of  material  obtainable 
from  the  butcher  shop,  and  of  simple  classroom  experiments  wherever  efficacious. 
Textbooks  are  used  only  as  supplements,  and  serve  with  the  pupils'  notebooks 
to  fix  material  already  given. 

Emphasis  is  placed  throughout  on  the  value  of  health  and  its  maintenance  by 
hygienic  practices,  and  the  prevention  of  disease  spread. 


SAN   DIEGO  STATE  NORMAt  SCHOOL.  173 

Condensed  Outline  of  Course. 
1.  Introduction. 

A.  General  structure  of  the  human  body,  its  parts,  organs  and  cells. 

B.  Heahh,  its  value  and  maintenance. 
II.  Bacteria  and  other  micro-organisms. 

A  study  of  molds,  yeasts  and  bacteria,  their  growth  and  relation  to  the 
manufacture  and  preservation  of   food  and   to  the  cause  and   spread  of 
disease. 
A.  Topics  for  reports  by  pupils  on  outside  reading  of  current  literature. 

Sanitation  in  Panama. 

The  work  of  the  Americans  in  Cuba. 

California's  fight  against  typhoid  fever. 

Quarantine,  immunity  and  disinfection. 

War  on  the  fly. 

Mosquitoes  and  malaria  in  California. 
III.  Nourishment  of  the  body. 

A.  Food  and  diet. 

1.  Sources  of  nutrients  in  common  foods. 

2.  Pure-food  movement 

3.  Hygiene  of  diet,  mouth,  teeth  and  digestive  organs. 

B.  Preparation  of  food  in  the  body  for  use  by  the  cells. 

1.  A  study  of  the  organs  of  digestion  and  their  work. 

2.  Hygiene  of  exercise,  bathing  and  rest,  and  their  relation  to  digestion. 

C.  Supply  of  oxygen  to  the  cells. 

1.  A  study  of  the  organs  of  respiration  and  their  work. 

2.  Hygiene   of  the  nose   and  throat.    The   relation   of  breathing  to 

disease.     The  relation  of  posture  to  breathing.    The  importance 
of  good  breathing  in  athletics. 

D.  Delivery  of  supplies  to  the  cells. 

1.  A  study  of  the  organs  of  circulation  and  their  work. 

2.  Hygiene   of  the   skin.     Clothing   and   cleanliness.    Heart  training 

and  athletics. 

E.  Waste  from  the  cells. 

1.  A  study  of  the  organs  of  excretion  and  their  work. 

2.  Hygiene  of  elimination.     Avoidance  of  constipation. 

F.  Alcohol,  tea,  coffee,  tobacco,  narcotics  and  patent  medicines. 

1.  Their   effect    on   body   development   and   results    in   athletics   and 

business. 

2.  Reports. 

.What  the  magazines  say  about  drinking  and  jobs. 

The  big  business  firms  and  the  drinkers. 

The  war  and  alcohol. 

Mr.  Ford  and  his  advice  to  boys. 

G.  Support,  movement  and  control  of  the  body, 

1.  A  study  of  the  bones,  muscles  and  the  nervous  system  and  their 

work. 

2.  Hygiene  of  exercise  and  of  posture. 

Care  of  eyes  and  ears.     Rest,  sleep  and  habit  formation. 

3.  Emergencies. 


1^-46746 


1-74  SAN    DIEGO   STATE    NORMAI,   SCHOOL. 

H.  Common  animals  and  plants  and  their  children. 

1.  A  study  of  the  reproductive  methods  of  a  selected  series  of  plants 
from  the  algse  to  the  seed  plants,  and  of  animals  from  the  one- 
celled   forms  to  the  vertebrates,   including  often  both   frog  and 
and  rabbit. 
Texts  and  references. 

A.  For  use  by  pupil. 

General  Hygiene — Overton.     American  Book  Co.    60  cents. 

Good  Health— Jewett.     Ginn  &  Co,     50  cents. 

Town  and  City — Jewett.     Ginn  &  Co.    50  cents. 

The  Body  at  Work— Jewett.     Ginn  &  Co.    50  cents. 

Control  of  Mind  and  Body — Jewett.    Ginn  &  Co.    60  cents. 

A  Handbook  of  Health — Woods  Hutchinson.     Houghton-Mifflin  Co. 

65  cents. 
Community    Hygiene — Woods    Hutchinson.      Houghton-Mifflin    Co. 

60  cents. 
The    Wonderful    House    That   Jack    Has— Millard.      Macmillan    Co. 

50  cents. 

B.  For  teacher's  reference. 

How  to  Live— Fisher  and  Fisk.    Funk,  Wagnalls  &  Co.    $1.00. 
Teaching    Hygiene    in    the    Grades — Andress.     Hougton-Mifflin    Co. 

75  cents. 
Human  Physiology — Stiles.     Saunders.     $1.50. 
Nutritional  Physiology— Stiles.     Saunders.     $1.25. 
The  Human  Mechanism — Hough  and  Sedgwick.     Ginn  &  Co.    $2.00. 
Applied     Biology — Bigelow      (excellent     for     simple     bacteriology). 

Macmillan  Co.    $1.40. 
Bacteria,  Yeasts  and  Molds  in  the  Household— Conn.   Ginn  &  Co.   $1.00. 
Plant  and  Animal  Children— Torelle.     D.  C.  Heath  &  Co.    50  cents. 
Posture  of  School  Children — Bancroft.     Macmillan  Co.    $1.50. 
Health  Work  in  the  Schools — Hoag  and  Terman.     Houghton-Mifflin 

Co.    $1.60. 


SAN   DIEGO  STATE  NORMAI,  SCHOOI,.  17$ 

PHYSICAL  EDUCATION. 

JESSIE    RAND    TANNER,    Head    Department   Physical    Education. 

The  physical  work  of  the  first  six  grades  follows  closely  the  course  of  study 
prescribed  by  the  state  supervisor.  Since  all  of  the  teaching  material  appears  in 
the  state  manual,  only  such  phases  of  the  subject  are  indicated  as  are  particularly 
characteristic  of  the  work  done  in  the  Normal  Training  School. 

Grades  I,  II  and  III. 

Action  Stories,  Singi}i<^  Games,  Gymnastic  Games. 

Formal  gymnastics  are  not  introduced  in  these  grades. 

Emphasis  is  placed  upon  the  development  of  rhythm  throughout  the  physical 
activities  of  the  first  three  grades.  This  is  done  chiefly  through  vigorous  singing 
games  and  the  spontaneous  interpretation  of  simple  music  in  terms  of  movement. 
Music,  in  the  time  of  the  waltz,  mazurka,  polka,  gavotte,  etc.,  is  played  and  the 
children  are  allowed  to  express  it  freely  in  action.  When  particularly  appropriate 
ejcercises  are  developed,  they  are  taught  to  the  class  as  a  whole.  Some  direct 
teaching  of  definite,  simple  body  movements  is  necessary  at  first. 

The  games  of  skill,  of  which  the  various  forms  of  bean-bag  games  are  examples, 
are  means  of  rapid  growth  in  co-ordination  and  group  consciousness.  The  little 
formal  game  may  have  but  one  rule,  yet  it  belongs  thereby  to  that  large  class  of 
games  where  the  team,  the  umpire,  and  the  rules  hold  the  group  to  its  highest 
possibilities.  The  little  people  respond  very  quickly  to  the  well-conducted  game 
of  skill  if  it  is  no  more  than  "Cat  and  Rat."  Growth  in  game  skill  keeps  pace  with 
growth  in  any  subject.  Games  are  used  which  are  within  the  grasp  of  the  group, 
but  which  are  difl^cult  enough  to  require  time  for  complete  mastery. 

Grade  IV. 

This  is  a  transition  period  when  the  singing  games  give  way  to  simple  rhythmic 
folk  games,  called  dances.  Group  activity  and  skill  are  more  prominent  in 
gymnastic  games,  and  the  drill  element  is  introduced  by  means  of  the  informal 
gymnastic  lesson.  Progress  is  necessarily  slow,  due  to  marked  difficulties  in 
co-ordination.  It  is  imperative  that  the  games  be  at  once  very  simple  and  very 
vigorous.  The  simplest  games  of  tag  are  examples  of  those  which  give  best 
results  in  the  fourth  grade. 

Postural  training  in  these  four  grades  should  result  from  proper  seating  and 
the  correct  positions  when  sitting,  standing  or  walking  in  the  schoolroom. 

Grades  V  and  VI. 

These  grades  show  a  steady  progression  in  intensity  and  seriousness  of  physical 
activities. 

From  the  classes  of  the  fifth  and  sixth  grade  girls  there  is  a  marked  response 
to  group  drill.  Much  work  is  done  in  formal  free  gymnastics,  exercises  with 
wands,  dumb-bells,  and  in  simple  marching  tactics.  Games  of  .skill  showing 
increase  in  complexity  and  the  beginnings  of  team  work  form  a  prominent  part 
of  each  lesson.     The  more  elementary  folk  dances  have  a  large  place. 

The  fifth  and  sixth  grade  boys'  classes  need  very  simple,  yet  very  vigorous,  free 
gymnastics.  The  work  in  general  follows  that  planned  for  the  girls,  except  that 
athletic  games  and  sports  involve  less  team  play  and  much  running. 


176  SAN    DIEGO   STATE   NORMAI,   SCHOOL. 

Seventh  and  Eighth  Grades. 

Physical  education  aims  to  raise  health  standards,  by  means  of  improved  posture 
and  carriage,  greater  alertness  and  endurance  and  the  formation  of  better  habits 
of  living.  It  is  impossible  to  estimate  how  far  those  aims  are  translated  into 
results,  even  under  the  most  skillful  teaching.  It  frequently  happens  that  physical 
education  accomplishes  much  in  merely  preventing  extremes  of  overdevelopment 
during  the  years  of  childhood,  when  growth  is  rapid  and  often  one-sided.  All 
phases  of  human  activity  which  tend  to  raise  health  standards  must  be  practiced 
daily  to  produce  results.  The  school  can  therefore  look  for  results  in  physical 
education  only  in  so  far  as  it  develops  habits  of  proper  exercise,  hygiene  and 
sanitation  which  appear  in  daily  practice. 

Physical  activities  for  the  seventh  and  eighth  grades  are  grouped  according 
to  the  divisions  of  the  school  year.  The  class  work  introduces  seasonal  games 
and  events,  which  later  are  carried  on  outside  of  class.  Interest  is  secured,  early, 
by  means  of  some  game  of  wide  appeal,  such  as  basket  ball  for  boys  and  captain 
ball  for  girls,  or  volley  ball  for  both.  As  skill  is  acquired,  less  time  is  devoted  to 
the  game  in  class  and  more  to  formal  gymnastics,  gymnastic  games,  apparatus 
work  and  folk  dancing.  Finally  the  game  is  played  outside  of  class  only,  during 
recess  or  after  school,  and  the  next  seasonal  game  is  introduced. 

Grade  VII  (Girls). 

Group  drill  is  frequently  at  its  best  here.  Excellent  form  is  developed  in  free 
gymnastics,  in  work  with  light  apparatus  and  in  marching.  Swedish  apparatus  is 
used,  all  tendency  to  stunts  being  avoided  and  emphasis  placed  upon  form.  Folk 
dances  are  only  slightly  more  advanced  than  in  the  previous  group,  but  games  of 
skill  are  decidedly  so,  team  playing  being  carried  as  far  as  possible. 

Grade  VIII  (Girls). 

The  character  of  the  work  in  this  grade  depends  somewhat  on  class  interest, 
which  varies  decidedly.  Sufficient  formal  work  is  given  to  supply  the  corrective 
element  favoring  improvement  in  posture.  Formal  drill  is  less  attractive  to  girls 
of  this  age,  but  individual  technique  shows  marked  improvement.  Considerable 
time  is  given  to  folk  dancing,  varied  by  simple  aesthetic  dancing.  Always  the 
games  of  skill,  such  as  volley  ball  and  captain  ball,  are  greatly  in  favor.  The 
latter  game  is  especially  valuable  as  a  substitute  for  basket  ball,  which,  on  account 
of  the  danger  of  heart  strain,  should  not  be  included  among  the  activities  of  girls 
in  the  grammar  school. 

Grades  VII  and  VIII  (Boys). 

This  group  is  given  complete  gA^mnastic  lessons,  including  marching,  light 
apparatus  or  advanced  Swedish  free  exercises,  supplemented  by  games  with  com- 
plex rules  and  team  play,  gymnastic  dancing  and  track  sports.  For  these  boys, 
annual  interclass  and  interscholastic  track  meets  give  incentive  to  much  of  the 
year's  work. 

Track  work  should  be  done  by  all  of  the  class  at  regular  class  periods,  so  that 
the  entire  group  may  be  brought  into  contact  with  the  hygiene  of  training  by 
receiving  the  training  itself.  The  boy  learns  that  athletic  standards  are  raised 
by  the  formal  class  training,  from  which  he  gains  better  postures  and  carriage, 
more  alertness  and  endurance. 


SAN    DIEGO   STATE  NORMAL   SCHOOL. 


177 


General  References. 

1.  Manual  of  Physical  Education — Clark  W.  llctherington.     Issued  by  the  State 

Board  of  Education  of  California. 

2.  Games  for  the  Playground,  Home,  School  and  (V"inasium — Jessie  R.  Uancroft. 

Macmillan  Co.    $1.50. 

3.  Physical   Exercises,   Games   and   Simple    I^'olk   Dances — Jessie   R.   Tanner  and 

Georgia  V.  Coy.     Bulletin  from  San  Diego  State  Normal  School. 

4.  Physical  Education  Complete — Lavinia  H.  Kaull.     News  Publishing  Co.,  Sacra- 

mento.   $2.00. 

5.  Teaching  of  Elementary  School  Gymnastics — W.  P.  Bowen.     Published  by  the 

author,  Ypsilanti,  Mich.     $1.00. 

6.  Spalding  Athletic  Library.     Copies  of  various  games,  each  10  cents. 

7.  Music  for  the  Child  World — Marie  R.  Ilofcr.     Summv. 


^^^2 

^^I^B 

178 


SAN  DIEGO  STATE  NORMAI.  SCHOOI,. 


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UNIVERSITY  OF  CAUFORNIA  UBRARY 


